Tag Archives: speaking

415. With the Family (Part 3) More Encounters with Famous People

Here’s the final part in this trilogy of episodes recorded at my parents’ house on Boxing Day. In this one my mum, dad and brother tell us a few more anecdotes about their encounters with some well-known people.

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Introduction Transcript + some ad-libs

The conversation you’re about to hear was recorded with my family on the same day as the last couple of episodes. It was quite late in the evening, after my uncle and aunt had gone home and after dinner and number drinks had been consumed. Picture a very warm and cosy living room with a wood burning stove going in the background.

After listening to Nic describing his encounters with some famous rock stars earlier in the day, the other members of my family wanted to get in on the action too with their stories about brushing shoulders with the stars. So here are a few other anecdotes from my dad, my brother and my mum.

It turns out that my family have met some genuine legends. I didn’t even realise that a couple of these things had happened. You’ll have to wait and see who they are. But here are some slightly cryptic clues.

Can you guess which people I’m talking about?

  • One of the UK’s favourite authors who wrote a series of beloved books which have also been made into successful films.
  • A British comic actor who likes eating ice-creams and fighting zombies, criminals and aliens, in his movies (not real life of course).
  • A small but very important woman who often appears in public but is also a very private person.
  • A nonagenarian who once said that he was “the only man in the country not allowed to give his name to his own children.” A nonagenerian is someone in their nineties – also, septuagenarian (70s) and octogenarian (80s).

There are others too, including an American punk rock star with lots of tattoos and muscles, a Shakespearean actor who has become a successful film director and an actor who had a bit part in the British TV series The Office.

I should perhaps remind you of several other anecdotes which you might have heard on this podcast before, which are mentioned in this conversation.

  • The time my brother ended up lost in Hastings and slept on a stranger’s sofa and woke up to discover the guy sitting in a chair next to him. Was the guy just friendly and welcoming, or slightly creepy? Originally told by my bro in this episode http://teacherluke.co.uk/2016/08/09/372-the-importance-of-anecdotes-in-english-narrative-tenses-four-anecdotes
  • The time my mum met the King of Tonga. Originally told in this episode too http://teacherluke.co.uk/2016/08/09/372-the-importance-of-anecdotes-in-english-narrative-tenses-four-anecdotes
  • The time I met comedian Eddie Izzard and was a bit lost for words. I sort of went to pieces a bit and made it really awkward and weird by saying “You’re in my head!” – not the right thing to say at all. Originally told be me in this episode http://teacherluke.co.uk/2014/06/10/184-lukes-d-day-diary-part-2/

Anyway, you can now sit back and enjoy some more time with The Thompsons.

***

Outro Transcript + ad-libs

Funny, isn’t he? My brother. I would like him to be on the podcast more often, if he’s up for it. The thing is that he’s a bit modest really and isn’t the sort of outgoing person who likes to broadcast his thoughts and opinions over the internet, although he obviously should because he’s got a lot to offer. He ought to do a podcast or something like that, right? He does have a YouTube channel but it’s mainly skateboarding. www.youtube.com/user/VideoDaze/videos

*All the background music in this episode was also made by James*

The people mentioned in this episode

If you liked this one, try listening to these ones

79. Family Arguments and Debates

322. With The Thompsons

372. The Importance of Anecdotes in English / Narrative Tenses / Four Anecdotes

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386. Breaking the Intermediate Plateau (Part 2)

Here’s part 2 of this episode about ways you can push your English to higher levels even if you feel that your progress is stuck or moving very slowly. Click here for part 1 of this episode wp.me/p4IuUx-6Wl

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Measure your progress – test yourself

Take a test, do an IELTS or CAE simulation. Speak to people and see how it goes. Try to understand a TV show without help. Read authentic material. Try to do exercises meant for a specific level and see how it feels. Take FCE use of english sample papers. Take the grammar test at the back of Blue Murphy. Download Duolingo and take their level test.

Use DIALANG dialangweb.lancaster.ac.uk/

DIALANG is an online diagnostic system designed to assess a person’s proficiency in 14 European languages.[1][2] Competences tested are reading, writing, listening, grammar and vocabulary, while speaking is excluded for technical reasons.[1]

DIALANG was designed primarily for European citizens to assess their language abilities in adherence to Europe’s Common European Framework of Reference – CEFR – as a basis for determining language proficiency. The CEFR is a widely recognized framework used to describe and measure the language proficiency level of a learner in a particular language.[1]

Dialang was funded by the SOCRATES programme and by some 25 institutions, largely universities, throughout the European Union.[3]

Also, ExamEnglish.com www.examenglish.com/leveltest/index.php

Practice practice practice practice practice (The 5 ‘P’s)

Practise using it! Again – a language partner on italki can help.

A note about using italki or any 1to1 lessons – make sure you know what kind of teacher you’re looking for. Be clear about what you want from lessons. If you want plenty of speaking, say so – be clear that you want a lot of language feedback. Bring topics yourself. Be imaginative and prepare questions, speaking tasks etc. If you need to do job interviews, ask to do that, and bring some materials to the lessons – e.g. job interview questions. The more involved you are the better. Know exactly what you want before you get into the lessons. In the first lesson or trial lesson, explain what it is you want to practise. This will avoid the trap of just talking aimlessly, or letting the italki teacher talk too much or make it all about them. I think a good italki teacher should do a lot of listening. Make sure you take time to show that you respect them as a teacher and that you’re glad to talk to them, but also make it quite clear what you expect from them.

Attitude

It’s how you perceive your progress. Where are your priorities? What’s making you feel like you’re not making progress? Perhaps you’re focusing on one thing too much that might not be that important. E.g. you might be frustrated that you can’t lose your accent, but in fact that doesn’t matter too much. Understand that some things will just never be perfect, and realise that you’ve made a lot of progress in other areas. Don’t get caught up on your accent – don’t let one thing hold you back. Keep pushing in other areas too.

Be positive!

Yes we can!

A lot of people just tell themselves they can’t do things.

A student of mine recently told me that she couldn’t speak English. She said “I think I can’t speak. I don’t know why but I just can’t speak English. What do you think?” I said – well, you can speak English because you’re doing it right now. What you mean is that it’s difficult.

When you experience resistance, don’t say “I can’t do this”, just say “this is difficult”. It’s all achievable with practice and the right attitude.

Goals

Give yourself little goals, not one big one. Learn English step by step. I know some students who have unrealistic goals, or at least goals that are too high. E.g. I want to become bilingual – it might be possible one day, but at the moment it’s probably best to scale it down to something more achievable, like I want to improve my accuracy, or I want to be able to speak on the telephone about my work more confidently. I want to improve my sales skills in English, for example.

Don’t create a vague goal like “I want to master English”. It’s built for failure.

Create specific goals that will allow you to define a specific set of actions to achieve it.

Goals are pointless unless you have a plan on how to achieve them.

Let’s use the CAE test as a standard. Cambridge English have put a great deal of time and effort into classifying and testing advanced English. Let’s use their test and their assessment criteria to create goals. You’ll see that there are a LOT of goals here! But the point is – they’re specific.

www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf

I can/want to/will:

(let’s just use writing and speaking as an example or this will go on forever)

  • Writing
  • Write a structured ‘for and against essay’ in which I compare two opinions on a subject, write in the appropriate register, use the right linking phrases, develop arguments and give a persuasive point of view.
  • Write a business email with the appropriate style, including the right opening and closing parts and the appropriate phrases for making requests, agreeing, disagreeing, asking for and giving information.
  • Write a business report in which I give details of results, numerical data and recommendations for action to be taken.
  • Write a personal email in a friendly style.
  • Learn and use the appropriate phrases and style to achieve all those types of writing.
  • Speaking
  • Use a wide range of grammatical structures accurately and with the right amount of control (note that this aim focuses on being able to use the grammar not just understand it)
  • Use a wide range of vocabulary, especially on abstract areas which are unfamiliar. (again a focus on using vocab not just understanding it)
  • Produce longer pieces of structured spoken English with little hesitation, e.g. a 1 minute speech on any topic.
  • Speak clearly and intelligably (not with a perfect British accent!)
  • Use intonation and sentence stress to help me make a point
  • Interact naturally in conversation with others, including negotiating things, managing any breakdown in communication. (this is about effective communicative competence and comes from listening as much as from speaking but must be practised in the context of real communication)

You could even break those things down into more specific goals too. E.g. to be able to talk freely about finance, or to be able to write clearly about facts and figures, or simply to be able to say all the numbers and dates without hesitation.

That all might seem a bit challenging, but it has been proven time and time again that breaking down your learning into small yet achievable goals is the way to deal with the challenge.

Step by step

How do you eat an elephant – one spoon at a time. How do you climb a mountain – one step at a time. Don’t try to leap up it. Take it steadily – it’s a long journey but every step is a step in the right direction. Sometimes you take steps backwards and work out where you’ve gone wrong and then find the path again.

Repetition

Study the grammar again and again and again. Test yourself again and again. Learning a language is difficult. It takes time and effort. Accept that and just keep going day by day. In the end it will all pay off. When I first started teaching English I couldn’t understand a lot of the grammar. I had to study it for ages at the weekend before I taught it, but I learned my own grammar! It helps that I’m a native speaker, but understanding the rules was difficult for me too. Now I know it well and I think it’s because I put the time in and because there was pressure – I had to teach it. Also it’s because I studied and taught the grammar again and again. It’s the same with vocab, and with other areas like listening.

Listen to episodes of the podcast more than once, like this comment from Mayumi

MayumiM 3 minutes ago

Hi, hope you feel better than the day you recorded this episode. Your voice is kinda sexy like you mentioned and I’ll miss that when your voice is fully recovered, though.;) Anyway, you always keep encouraging us to keep listening even though we have some difficulties to understand everything and listen again. That totally worked this time for me. I’ve repeated last Ian Moore episode maybe 3 or 4 times straight. I could do this because the conversation was just fascinating. Maybe I could understand 70% at first and next time, 80% or more and at the end of this routine, I felt I could get almost everything! After that, I did with different episodes and it went well, too.

Thank you for encouraging us as always and I’m looking forward new episodes.

Enjoy it! Take stock. Enjoy the small victories. See progress as achievable.

Grammar

Spend some time learning grammar but do it selectively. Use the murphy grammar test to identify things you need to work on. Notice the grammar you’ve been studying in the real world. You’ll start to notice it everywhere.

Don’t get blocked by your grammar knowledge

I suggest studying the grammar, but sometimes you need to know when to just put the grammar rules away and use the force.

Listening and reading a lot are just as important in learning grammar as focusing on the rules. You need to have seen and heard a lot of grammar to be able to judge if something is right or wrong and to make sense of the rules. Always remember to understand and analyse the language in a meaningful context, not just abstract grammar rules. Everything comes back to the way the language is actually used, not the so-called rules on paper. Understanding this can help you study grammar more effectively.

Notice grammar in the real world. Make your own rules. Test them. Check them with the rule book. Keep going.

Writing to get through the Plateau

I should also mention that writing is a really important way to get through the intermediate plateau.

You can use it to help you find errors that you make in your language, correct them and learn to stop making them. Often these errors are simple fossilised mistakes that you know you shouldn’t make. Your own knowledge of the language plus any research you do can help you identify and correct the mistakes, making it less likely that you’ll do it again.

So you can correct yourself by doing some creative writing and then checking it carefully on your own. But also you might need someone to correct your writing or give you feedback. You might have a native speaker, a teacher, an italki teacher or a relative who can check your work, or  you can you have your writing corrected through sites like Lang-8 and LingQ.

Different skills in English are connected and mutually beneficial. There are basically 4 skills: reading, writing, listening and speaking, and they’re all connected. There are receptive skills like listening and reading, and then productive skills like speaking and writing. Listening is connected to speaking because it is the oral version of the language, and reading is complementary to writing because of the syntax, the spelling and punctuation.

Writing is also different to speaking in that you have more time to reflect on what you’re putting down. When speaking you have to be spontaneous and it’s linked to body language. Writing is a solo experience and that allows you to think more clearly about the language you’re producing.

Also, as you correct your writing, this will benefit your speaking by giving you an inner monologue which can be converted to speech. All in all, it’s a good idea to practise writing as well as speaking in order to improve your accuracy and fluency.

Enjoy it 

Enjoy the English you consume and produce. Follow your heart and focus on the aspects of language that you enjoy and that will keep you coming back. Take pleasure in the act of learning a language. Remember that it’s making you a much more rounded and multidimensional person.

Here are some motivational quotes

Learn everything you can, anytime you can, from anyone you can; there will always come a time when you will be grateful you did.
‒Sarah Caldwell

Learning is a treasure that will follow its owner everywhere.
‒Chinese Proverb

To have another language is to possess a second soul.
‒Charlemagne

❝The limits of my language mean the limits of my world.❝ Ludwig Wittgenstein

Rapping with Fluency MC

253. Rapping with Fluency MC!

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385. Breaking the Intermediate Plateau (Part 1)

This episode is about ways you can push your English to higher levels even if you feel that your progress is stuck or moving very slowly. I’m talking about a very common phenomenon in English learning called the intermediate plateau. It usually happens at an intermediate level. I wonder if this applies to you? I would love to read your thoughts so please do write in the comment section.

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Jim’s Music

234. Making “Choons” with My Brother

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Mailing List, etc

Subscribe to the mailing list to get a link to the page for each episode sent to your inbox.

LEP Anecdote Comp is almost closed. It closes today. Any entries I get after midnight today (CET) won’t count, and remember you only have 5 minutes. I’ll upload an episode v soon about that to tell you what’s going to happen next, and you’ll be able to listen and vote for your favourites.

So now, let’s talk about the intermediate plateau and how to push your English to new levels even if you feel like your progress has stalled.

Transcription / improvisation

Breaking the Intermediate Plateau

What is the intermediate plateau?  Why does that happen and how can you get out of it? Generally, how do you keep making progress with your English?

People often get stuck at an intermediate level. They feel their English is not improving as fast as before. In fact it feels like you can’t progress further and your learning is blocked. It’s very frustrating.

This applies to moving from intermediate to a higher level, but much of it can be applied to making progress at a higher level too.

What is intermediate?

Moving from intermediate to advanced is a tricky phase and it often takes longer than moving from elementary to intermediate. It’s harder to make the distinction between intermediate and advanced than it is to make a distinction between intermediate and elementary.

CEFR B1 descriptions

  • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • Can deal with most situations likely to arise while travelling in an area where the language is spoken.
  • Can produce simple connected text on topics that are familiar or of personal interest.
  • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

CEFR C1 descriptions

  • Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
  • Can express ideas fluently and spontaneously without much obvious searching for expressions.
  • Can use language flexibly and effectively for social, academic and professional purposes.
  • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

How do you know if you’re at the intermediate plateau? How do you know if your learning is at a plateau in general (not just at intermediate level)?

We’re talking about 2 things – what your level is, and the progress you’re not making.

How do you know if you’re intermediate?

Take a test, use the criteria for the CEFR, consult your teacher. (See links to tests below)

ExamEnglish www.examenglish.com/leveltest/index.php

Dialang dialangweb.lancaster.ac.uk/

How do you know if you’ve reached a plateau – probably at intermediate level?

You started with a low level of English and have made some effort to pull yourself up to a functional intermediate level. Perhaps you studied, maybe you have lived in an English speaking environment in which you were forced to learn the language.

You can basically express yourself and get by in most situations, but when you’re under stress or when it’s a new situation your English crumbles.

Or perhaps you have a jagged profile – you might be good at one area, but other areas are really weak. E.g. you might be good at reading and writing but your spoken English is a disaster. Or perhaps you’re great at oral communication but you can’t write full sentences, can’t spell etc.

You can talk, laugh and have fun in English when you’re with fellow non-native speakers, but as soon as you’re with a group of natives, you suddenly feel lost and don’t understand the humour.

If you really concentrate and focus you can watch a film or TV in English and understand most of it – especially with English subtitles, but if you go to the cinema full of native speakers and watch a comedy film or something you realise how little you understand because everyone else is laughing but you’re just sitting there. You assume that everyone’s a bit stupid or that they have no taste. In fact, you just don’t understand the jokes.

Why do people hit an intermediate plateau?

You can basically survive with an intermediate level of English. In fact, you can get by with about 3000 words whereas the average native speaker is able to use about 20,000. This is the difference between a basic operational intermediate level of English and a fully rounded vocabulary of a native speaker.

Suspected learning curve. You expect learning to be linear. When you start you learn rapidly, the curve is steep. When you have got through the early stages and you can basically express yourself and understand others. It’s harder to see progress. Your progress becomes more shallow and there’s less stress involved.

People expect the learning to continue in a straight line of progress, but they don’t realise that it goes up and down.

The actual learning curve is more like a bell, and it involves many ups and downs too.

The more of a language you learn, the less there is to learn. It’s a process of diminishing returns.

Comfort zone.

Goals and study habits are not well defined. Often the first goal is just to get out of that painful confusion you experience at the start. When you hit intermediate your goals need to be more achievable and specific. Then you need to match them with an organised study plan.

How to break through the intermediate plateau and continue making progress

There’s no magic formula or single way to do it. It comes down to attitude, time and practice.

The study methods you used to get to intermediate might need to change.

Merely ‘getting by’ in the language is not enough any more. You need to explore, push it further, test yourself and increase the challenge.

Follow just one subject in a lot of depth

You want to develop a more advanced level of vocabulary and grammar, especially the vocab but there is so much of it! How can you cover it all? Instead of just scraping the surface of a few topics, try going into loads of depth in just one or two topics.

Following a subject you’re fascinated in will take you down a rabbit hole of English and you will learn a great deal of more complex language on the way. It’s hard to learn all the English of everything, so focus on one specific thing and let that be your entry point to advanced English.

This means finding loads of information on this single topic you’re interested in – reading articles and books about it, finding podcasts and videos about it, video documentaries on youtube and so on. For example, right now I’m reading about The Beatles in French and it’s much better than just reading stuff I don’t care about and it keeps me interested.

Learn how to talk and write about your specialist subject too. Learning one thing in a lot of detail is more achievable than trying to learn the vocabulary of everything. You will learn tons of vocabulary about the subject but also you’ll learn the kind of English you need to construct and understand complex and in-depth ideas – so, not just technical terms but also complex sentences, grammatical forms and linking devices.

Challenge

One of the reasons you made so much progress before was that everything was a challenge. You met a lot of resistance. It was frustrating but you pushed through. Now there is less resistance but don’t stop pushing. Challenge yourself, push yourself out of your comfort zone, teach the language to someone else – or at least prepare yourself as if you’re going to teach, find your weaknesses and push them. Don’t give up. Jump in at the deep end and try to swim.

Habit

Honestly – how many of you are going to do all these things? Not many of you. You’ll probably listen and agree but not take action. Right there – that’s where the difference is between progress and not progress. Choose to do even a couple of these things and you’ll be on the right path. Just make a few little changes and do them regularly and it should become part of your habit. Build habits into your life.

Exposure

Exposure to some comprehensible input combined with some stuff on the verge of what you don’t understand. Some stuff that’s fairly easy to follow, and some stuff that’s hard to follow. So, that means listening to podcasts like this in which you understand quite a lot, but you’re also challenged sometimes, but it also means reading and listening to content designed for native speakers. Get an audiobook, get some real books, listen to BBC radio, subscribe to some podcasts for native speakers (listen for some recommendations soon).

236. OPP: Other People’s Podcasts (Part 1)

237. OPP: Other People’s Podcasts (Part 2)

Vocabulary & Mnemonics

Keep an organised notebook for vocabulary and use some mnemonic techniques. They’re proven to work again and again, but how many of us use them?

Listen to an old episode of my podcast called Memory, Mnemonics and Learning English.

Basically, the trick with remembering vocabulary is to a) link the new memory to an existing memory and b) make new memories visual, vivid and attached to a space that you know in the real world. This sounds a bit strange, but it’s proven to work. If you can attach a new word to an existing word somehow, perhaps with a very vivid picture in your mind perhaps connected to a space you know, like your house, then memories will stick like glue.

167. Memory, Mnemonics & Learning English

Part 2 coming soon…

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377. Holiday in Thailand (Part 1)

This episode contains stories and descriptions of my recent holiday in Thailand. You’ll hear some facts about Thailand, some descriptions of Bangkok and a few stories about funny experiences that happened while we were there. Part 2 is coming soon. More details and transcriptions below. Enjoy!

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Transcript

Hello everybody, I’m back from my holiday so here is a brand new episode for you to listen to. If you’re new to Luke’s English Podcast, then “hello” and welcome to the show. I have no idea how you found the podcast. It was probably on the internet, that’s how it normally happens. I doubt that you actually tripped over it in the street or anything. Oops ,what’s that – oh, it’s Luke’s English Podcast. I might as well have a look. You probably found it online, perhaps through iTunes or a friend recommended it to you perhaps. In any case, regardless of how you found me, welcome. My name’s Luke – and this is my podcast. It’s primarily for learners of English although I also have native English speakers listening to this too. In these episodes I talk to you in a personal way, telling stories, sharing some things about my life, discussing different topics, teaching you English and giving you the motivation to improve your English for yourself. I try to keep the podcast varied and I’m willing to talk about pretty much anything at all as long as it’s interesting. I’m an English teacher from the UK. I speak British English – with a standard accent from the South East of England. I’ve been teaching for more than 15 years so I have lots of experience to draw from. I’m also a stand-up comedian which means that when I’m not teaching English or doing the podcast I like to stand up in front of audiences of people and make them laugh with jokes and stories and things. I regularly perform comedy shows in Paris.

One of the principles which underpins what I do in episodes of this podcast is the understanding that simply listening to natural, spontaneous speech is a vital part of the process of learning English to a good standard. Obviously, you have to get an understanding of the grammar rules, develop an extensive set of active vocabulary, practise pronouncing the language and so on, but doing plenty of listening is an essential foundation. I usually recommend that LEP is best enjoyed as part of a balanced study program. For example I suggest that you also do plenty of speaking in order to activate the English that you passively pick up from these episodes. There are lots of ways to improve your English and you can just listen to previous episodes of the podcast to get my advice on that. At the very least, you can just relax and enjoy listening to my words on a regular basis, and I hope that it’s a fun process too. Certainly, I am sure that my podcast can really help all the other aspects of your English, not just your listening. I also believe it’s important to listen to English which is spoken at a pretty natural speed, which is spontaneous (i.e. not just written from a script) and I think you should listen regularly for fairly long periods, long term. Make it a part of your lifestyle to listen regularly and don’t give up.

I want my podcast to help you to do exactly those things, and so I try to make my episodes genuine, personal and humorous. So, if you’re new to the podcast – welcome and thanks for listening. I hope you stick with it. I believe that if you do continue to listen, you’ll see significant results in your English. Check out the episode archive on my website teacherluke.co.uk and you’ll see that you have plenty of other episodes to explore and enjoy.

If you’re not new to the podcast, and you are in fact a long term LEPster then welcome back! How are you? I hope you’re well. Did you have a good August? Have you listened to all the episodes I published before I went away? I hope so.

In any case, here is a new episode of this podcast and it is about my recent holiday in Thailand.

Holiday in Thailand

Yes, we went to Thailand this year and I’m going to tell you about it in this episode. In fact, in this one I’ll talk about these things:

  1. Why we went to Thailand
  2. Where we went in Thailand
  3. The things most people know about Thailand
  4. Some things you might not know about Thailand
  5. A few anecdotes about what we did and saw during the holiday
  6. A few dodgy jokes!
  7. An embarrassing story involving nudity
  8. A sad old memory that came back to me at a specific moment in the trip
  9. A mouse-related update (if you heard the last episode of the podcast, this will make sense to you)

We got back just the other day. I’m still a bit jet-lagged. I woke up at stupid o’clock this morning. My body is still on Thailand time, so at about 5AM my body woke up saying “hey it’s time to get up and go walking around temples in very hot temperatures! We’re on holiday come on!” No doubt I will randomly fall asleep this afternoon when my body decides that it’s bedtime. I have a sun tan – correction, I had a tan, until the flight back. As a very white English man, I have a slightly tricky relationship with sun tans. At the moment I am sporting the typical English man’s tan.

I have no idea how long this episode will be but I can just split it up into different chapters and it’s all good.

You will find some of this episode transcribed on the episode page on my website. Not all of it is transcribed, but a lot of it is, and you can read my notes too, which might be a good way to check out the spelling of any words you hear me use. They might be written on the page. By the way, if you’re just reading this – I strongly recommend that you listen instead of reading. Remember, anything that is written here is supposed to just accompany what I’m saying in the audio recording.

Why did we choose Thailand?

– My wife and I wanted to go somewhere exotic and far away (we want to explore places which are a bit further before we have kids)
– A break and a chance to get away from it all
– Never been before
– We like food !
– It’s quite diverse in terms of the things you can do – city, culture, beaches
– It’s not too expensive

Why didn’t you do an LEP Live event?

It was a holiday – so I was not working. That means I didn’t organise some sort of LEPster meet-up, or live podcasting stand up comedy extravaganza. I didn’t meet up with Olly Richards even though I have since learned that he was out there too learning Thai – no, it was all about walking around sweating, visiting temples, sweating, exploring street food markets, sweating, worrying about food poisoning, sweating, going to the beach and sweating there, learning how to cook local food, eating the local food with lots of chilli, sweating, doing yoga and meditating, drinking water and sweating! Just the average holiday abroad for a British person!

Where did you go?

In a nutshell, here’s where we went.

Bangkok for a few days, then up north to Chiang Mai for a few days, then down south to Koh Samui for a few days and then back to Bangkok for a few days and then home! Boom!

That’s the usual tourist route. It’s Bangkok in the middle, temples, treks into the forest, elephants, night markets and cooking classes in the north, then islands, beaches, diving, snorkelling and full moon parties in the south.

We didn’t go to the islands on the west side like Phuket because of the climate in August.

Also, just before we left and even while we were there, there were some explosions – some bombings, which was a bit worrying. We even considered not going, but then we thought – well, we live in Paris and we’ve got as much chance of being blown up there as in Thailand, so what the hell!

In fact our time was very peaceful.

Usual things people think about Thailand

The most typical clichés or stereotypes about Thailand: Busy, crowded, amazing food – specifically green curry and pad thai noodles, weird sex tourism in Bangkok, ladyboys, bizarre sex shows involving ping pong balls, full moon beach parties, buckets full of ridiculously full cocktails, kickboxing, temples, westerners being locked up in prison for drug possession, scooters, Sagat from Street Fighter 2 (Tiger uppercut), snakes, golden buddha statues, amazingly friendly and smiling people and the film “The Beach” starring Leonardo DiCaprio.

That’s partly true (perhaps for the average western tourist) but obviously it’s not the full picture, especially for the locals.  I will go into more detail about what it’s really like in this episode.

Things you might not know about Thailand

1. Full name of Bangkok. It’s the longest city name in the world. “Krungthepmahanakhon Amonrattanakosin Mahintharayutthaya Mahadilokphop Noppharatratchathaniburirom Udomratchaniwetmahasathan Amonphimanawatansathit Sakkathattiyawitsanukamprasit.”

2. Thailand, or “Prathet Thai” means “land of the free”…

3. Thailand has never been colonised by a foreign power, unlike other neighbouring countries which were colonised by European nations like Britain, France and the Netherlands. Thailand had a few wars with Burma, but was never successfully invaded. Well done Thailand.

4. Thailand has more than 1,400 islands. The most famous ones are in the south, and they are beautiful. Probably the most well known is Koh Phi Phi, which is where The Beach was filmed. (By the way, it’s a rubbish film)

5. It’s illegal to leave the house without underwear on. I don’t know how they enforce this law. Are they doing random underpant checks?

6. Thai currency is called the Baht and it’s illegal to step on Thai Baht. Now, you might be thinking – well, I don’t every go around stepping on currency anyway, so that’s not a problem. But the point is that this is because of the high level of respect that the Thai people have for their royal family. Like in the UK, a picture of the monarch appears on every bank note and the image of the monarch cannot be desecrated, in fact it is a crime to disfigure a picture of the king or queen in any way. Thailand is a constitutional monarchy, a bit like the UK, and they hold their king and queen in high esteem. There are lots and lots of images of them all over the country, sometimes you find little shrines in the street devoted to them.

7. The feet are considered to be very unclean (both clinically and spiritually) and so it is very rude to reveal the soles of your feet to anyone. So, don’t sit with your feet facing outwards, or put your feet up on the table like we do in the west sometimes. It’s also rude to point at people with your feet, which is fine because I literally never do that anyway. I’m sure I heard someone do standup about that and I can’t remember who, but it was very funny.

8. Similarly, the head is the highest point on the body and is considered to be sacred, so don’t touch it, slap it, poke it or whatever. In the west you might rub someone on the top of the head as a sign of affection, or whack someone round the back of the head to express annoyance. Don’t do that in Thailand. To be honest, I wasn’t going to do that either. I rarely touch the head of random strangers that I meet in public. I certainly wouldn’t slap the back of the head of someone. E.g. “Waiter, excuse me – we asked for 2 bowls of rice and you gave me one! Can we have another one? Thank you!” SLAP. No.

9. 95% of people are buddhist. It’s quite common to see Buddhist monks walking around. We talked to one of them and I’ll explain what he said later in this episode. Also there are buddha statues everywhere. There are thousands of them. It’s just buddha buddha buddha buddha buddha buddha buddha buddha buddha. Climb to the top of a mountain, there’s a buddha. Inside a cave? Buddha. Under a nice tree? Buddha. Inside this big temple? Buddha. In front of the big buddha statue, lots of other buddhas. In front of them, buddhas. Buddhas everywhere – which is great. They are beautiful, peaceful images and of all the religions I think Buddhism perhaps makes the most sense. Just try to reach a higher level of consciousness. Realise that everything is connected and that there is one universal vibration which passes through the entire universe. Reject selfish and materialistic urges in favour of achieving individual spiritual enlightenment. Fine.

10. It’s a very hot place – especially Bangkok. The hottest time of year is April where temperatures rise to 40 degrees C or more, with high humidity levels too. In August it’s the rainy season but it still gets really hot – it was regularly in the high 30s and with very high levels of humidity. Showers that happen in the evenings are a welcome break from the heat!

Read more about this on ‘the internet’ http://matadornetwork.com/trips/19-things-probably-didnt-know-thailand/

Bangkok

There are lots of stories about it, like the dodgy ping pong shows, the sex tourism and other weird and lewd things, but of course not everywhere is like that. We avoided the dodgy tourist parts such as Patpong, where there are these weird sex shows. Now, while I am quite curious to learn about the bizarre skills that some women have developed – I mean, some of the things are quite impressive. For example, apparently in these shows, some women are able to launch ping pong balls across the room – and not with their hands if you know what I mean, and some of them can even write letters with a paintbrush or pen, again, not with their hands. THat’s actually quite impressive, but I don’t really need to see it, and apparently the people who run the shows are very dodgy indeed and they lure you in with false prices and then when you try to leave they force you to pay a lot of money and it gets pretty ugly, so no thanks. No ping pong shows for us.

A mix between the chaotic and slightly sketchy places like Vietnam, Cambodia, Laos etc and the more modern JPN, particularly parts of this area where we stayed.

The streets are vibrant, chaotic, noisy, smelly, polluted, full of life. Scooters, cars, crossing the road. Nobody walks! Traffic is incredibly busy. There’s an amazing metro system called the sky train. Tuk tuks, taxis and so on.

Lots of street food, with people cooking all sorts of things on little mobile carts – chicken skewers, lots of seafood, noodles, fruits like mango and some things I didn’t recognise. People eat in the street sitting on little plastic chairs.

Incredible Japanese BBQ. Daimasu.

Massages

Onsen experience

Expectations vs reality.
Naked bald midget.
Only had a tiny towel. Not big enough to go around me.
A bunch of other naked guys, including a group of old men in the corner watching. They broke off their conversation to have a look at me when I walked in.
Only foreigner there.
Not normal in my culture.
I felt really embarrassed. Not because of my size – because I have nothing to be ashamed of in that department. Some might say I’m gifted, I would prefer to say I am average for a guy of my height, but I should add that I have massive hands and feet. Just saying. Anyway, I don’t really need to be ashamed of myself but this was very awkward for me but because I’m not used to being seen, and the natural response is to be self-conscious about your size, even in front of other men. You might think it’s not important what other guys think, but I’d never had to rationalise it before and the fact is, is still matters for some reason.
Size is important, even when it’s other guys. I can’t really explain that.
Of course I shouldn’t be bothered by it at all, but I’m English and it’s just part of our culture. First we don’t ever get naked in a public situation, except perhaps at a sports club but then it’s brief.
Also, for some reason it feels like you’re being judged. I did feel judged. I felt incredibly self co anxious.
Maybe I was being a bit paranoid, maybe not, but people weren’t shy about having a look. The old guys stopped their conversation to take a look at me. Others turned their heads etc.
Nerves = natural body response to protect the Crown Jewels.
Stayed in jet bath.
One by one the guys came over to the adjacent bath and had a look at me. Every time I thought “oh for fucks sake!”
I stayed there for 20 minutes not knowing where to look and absolutely boiling!
Tried to make a break for the next nearest bath but it was the cold one – no way.
Went for the soda bath. High CO2 apparently good for me but I thought I was going to die.
Left and got changed.
An absolute fountain of sweat.
Wife waiting for me, totally dry.

The massage was quite brutal, but ultimately nice.

Holiday = sweating, great discomfort, great comfort and relief, good food, discomfort, sweating, relief, sweating etc.

Rude massage joke

 

Thanks for listening – subscribe to the email list at the top-right of the page. :)

Luke

346. Rambling on a Friday Afternoon

Phrasal Verbs & Idioms / More NY Stories / Politics / Leicester City / Google Adverts
Welcome back to another podcast episode. It’s nice to be back in your headphones or speakers. In the last episode of this podcast I talked to you about some recent bits and pieces such as the ELTon award nomination, my recent trip to New York and some other stuff. I also gave you a language task to keep you on your toes. I’m going to continue along the same lines in this episode and I have a list of things here to talk about and we’re going to continue with the language spotting exercise.

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It’s a Friday afternoon, I’ve just seen the latest Marvel movie, the weather is mad, and I’m going to talk to you about various things again but first I’ve got to respond to a couple of comments that have arrived here on my website in just the last hour.

Phrasal Verbs & Idioms Listed Below

But first…

Some comments from listeners

Abensour • 4 minutes ago
Hello Luke, Your podcast is fantastic.
Nevertheless, could you please speak a bit faster. I guess you must lower the pace when you record your podcasts and it would be very interesting to hear you with your natural english speaking pace.

Jeremie • 1 minute ago
By the way, I am a french listener as well! :)

Wesley
Hello Luke and LEP listeners,
It’s with absolute delight that I receive the news that LEP has been nominated for the 2016 ELTons and I genuinely believe other long-term listeners share the same feeling. The British Council and Cambridge English couldn’t have a better candidate for the Digital Innovation category.
One thing that troubled me though was when Luke said it was unlikely that he could win. Luke, I don’t know if you’re being far too English or just trying to be modest but, as I see it, you shouldn’t take this defeatist attitude and underestimate yourself. As you said, LEP is a project you have been working on for over seven years and it keeps getting better as time goes on. Because you’re kind-hearted and keep LEP free, people all over the world listen to you. Your episodes have millions of downloads and are a complete success and, even though you’re up against five other great nominees, I cannot conceive why LEP might not be in the running for the award.
LEP is innovative because it allows learners to listen to genuine English – rambling included – outside a classroom environment. Everyone who has reached a proficient level knows how important being in touch with the language is in order to learn it well. LEP is great because it enables us to hear natural English for pleasure and entertainment or while doing housework, cooking and commuting to college. I am not aware of any other equivalent English teaching resource that suits our busy lives just as well as LEP. I believe any sensible judge on the panel will allow for all those reasons when they vote.
I wish you luck and I’ll keep my fingers crossed.
All the best,
Wesley

Language Task – Spot the Phrasal Verbs & Idioms

So, that language task from the previous episode was to listen out for a few phrasal verbs and idioms that I’d taken randomly from a dictionary and which I tried to insert into my speech, seamlessly. You had to identify the ones I had added. The purpose of that is to encourage you to notice lexical items – to notice vocabulary. It’s a good habit for a learner of English. On one hand just follow what I’m saying and connect with that, but also try to notice features of the language you’re listening to. That’s what I’m encouraging you to do.

I chose 5 phrasal verbs and 5 idioms and I managed to slip in just one of those phrasal verbs and two of the idioms.
Remember what they were?

There was “to come up against” something.
Also, “to be on the edge of your seat”
and “to get your knickers in a twist”

There were also plenty of other bits of vocabulary which just cropped up in the episode, including these ones:
– to listen out for something
– to watch out and look out for something (not too complicated)
– to keep your eyes peeled
– to prick up your ears

So, as we move forwards now, watch out for the 4 remaining phrasal verbs and 3 remaining idioms. I’m not telling you what they are in advance. It’s up to you to identify them. You’ll probably hear a few phrasal verbs and idioms, but which are the ones that I took from the dictionary? When we get to the end of this episode I’ll tell you the phrases, and clarify them for you, because I’m nice.

Keep reading – the phrasal verbs and idioms are listed below.

Topics in Today’s Ramble

In this one I’m going to carry on just talking about various subjects, including a couple of other anecdotes about New York, some comments about politics in the USA and in the UK at the moment, some more rambling about movies, and various other bits and pieces that will crop up as we go along.

I’ve got no idea how long this is going to take of course! I could talk the hind legs off a donkey this afternoon, but as ever I’ll just divide the whole thing into several more episodes if necessary. Ultimately – it’s all spoken English from me to you, so here we go…

Some more anecdotes about the time spent in NYC
– The hasidic jews jamming in the music store

– Jack Whitehall at the Comedy Cellar

– Billy Cobham at the Blue Note

Politics
The American presidential elections – Donald Trump, Bernie Sanders and Hillary Clinton
London Mayor – Sadiq Khan is the new mayor
The EU referendum / Brexit
The Panama papers
These are very important political issues that really deserve to be covered in proper depth, and I plan to do that.
I’m particularly keen to talk about Brexit in one more special Brexit themed episodes.
Leicester City won the Premiership.
Small club, 5000-1 odds of winning. The title has been dominated by the big names. Leicester is in the East Midlands and it’s less famous than a lot of the other big cities in England but this is going to help. All in all it’s just fantastic to see a smaller club win this title. They were absolutely fantastic.

Google Adverts
I bought some new trainers online and now the internet is madly trying to get me to buy them again. WTF?

Movies
I’ve just seen the new Marvel movie and also there’s a new Star Wars film coming this Christmas, but that’s going to come in another episode soon…

The Phrasal Verbs & Idioms – Definitions and Examples

Thank you to a LEPster called Valeriya for writing these vocabulary notes in the comment section for the benefit of all listeners.

Valeriya: I wrote some notes. Hope they will be useful for the LEPstors.

to ease off/up – to gradually stop or become less
e.g. At last the rain began to ease off.
e.g. I am leaving soon, but I am just waiting for the traffic to ease off a bit.

to ease off/up – to start to work less or do things with less energy
e.g. As he got older, he started to ease up a little.

to ease off/up – to start to treat someone less severely
e.g. I wish his supervisor would ease up on him a bit.

to fork out (on something) – spend a lot of money on something, probably spend a lot of money in one go in order to buy something; to spend a bunch of money on something in one purchase
e.g. If you advertise nice guitars to me for a long enough period of time, eventually I will fork out on a new guitar.

to splash out (on something) – spend a lot of money on something; to spend a lot of money on something which you want but do not need
e.g. He splashed out on the best champagne for the party.

to go down with something – you catch an illness, you get sick; you become sick; to start to suffer from an infectious disease
e.g. Half of Martha’s class has gone down with flu.

to come down with something – to get an illness; заболеть чем-либо
I came down with the flu at Christmas.
e.g. You need to eat lots of fresh fruits and vegetables, so you’ve got lots of vitamins, because if you don’t, you might come down with a cold.

to bring the house down – if someone or something brings the house down during a play or show, they make the people watching it laugh or clap very loudly; you make everyone laugh as part of a performance; to put on a really great performance and to be a huge hit; to make a group of people or an audience react in a very enthusiastic way, especially by laughing
e.g. I saw Jack Whitehall at the Comedy Cellar, and he absolutely brought the house down.

to go on the offensive – you begin to take strong action against people who have been attacking you
e.g. The West African forces went on the offensive in response to attacks on them.

to go on the offensive – to begin to attack or criticize someone who you think is attacking you
Under pressure from his critics, the minister decided to go on the offensive.
Luke was going on the offensive about Google’s Advertising.

to go on the defensive – in an attitude or position of defense, as in being ready to reject criticism; you start defending yourself or something
e.g. He’s so sensitive. Whenever you give him any feedback he immediately goes on the defensive.

to take/bring somebody down a peg or two – to do something to show someone that they are not as good as they thought they were; to lower someone’s high opinion of themselves
e.g. He’s one of these super-confident types who really needs to be brought down a peg or two.

to dabble in something – to try an activity but not seriously, just as an experiment to see if you like it. To do something for a short time, or not regularly, in order to see if you like it. To do something sometimes, but not in a fully serious way, only in a casual way.
e.g. He dabbled in left-wing politics at university.

343. The Interactive Lying Game (with Amber & Paul) / Descriptive Adjectives with T / Three is a Magic Number

In this episode I’m joined by podcast pals Amber & Paul and we’re playing the Lying Game again, but this is a special version because this is The Interactive Lying Game. I know it’s exciting. Try to control yourself. Details below.

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WHAT DO YOU THINK? Click the box below to jump to the polls and cast your votes.

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Just in case you don’t know what the lying game is (and that’s the lying game not the lion game), let me bring you up to speed.

So, where shall I start? Well, this is the universe, ok? In that universe there’s a tiny little galaxy, and in that tiny galaxy there’s an even tinier solar system with this little sun, and spinning around it there are some little bits of dust called planets. We’re on one of them. It’s called earth. Ok, got it? On earth there’s this thing called the internet, and that’s basically used for watching cat videos, sharing selfies, and listening to this podcast and for security services to spy on people’s internet usage to see exactly which cats are being watched, what is contained in those selfies and what kind of stuff is being talked about on this podcast. That’s pretty much all you need to know I think, regarding context. So there you go, do you feel up to speed now?

Oh yes, the lying game.

The Lying Game is a speaking game which I play in my English classes sometimes, because you know, I’m an English teacher – do I need to explain that too? No? OK, I’ll just get on with it. So, I also play the lying game on the podcast sometimes when I’m joined by Amber & Paul.

Here are the rules of the game

1. Someone makes a statement about themselves – it can be anything really, but usually it’s a statement about something they did in the past. The statement can either be true or a lie.
2. The other competitors then have to decide if they think it’s true or a lie, but before doing that they ask loads of questions in order to investigate the statement. The speaker has to respond.
3. The aim for the other competitors is to work out if the statement is true or not. The aim for the speaker is to try and fool the others.
4. After loads of questions have been asked, the competitors say if they think the statement is true or a lie, and justify their decisions.
5. The speaker then reveals if it’s true or not. Everyone goes crazy!
6. Any competitors who guess correctly get one point. The speaker gets a point for any wrong answers. So, when three people play, the speaker can get a maximum of 2 points per round, and the competitors can get a maximum of 1 point. Everyone gets a turn at being the speaker.

That might sound unnecessarily complicated but to keep it simple – all you have to do is just listen to the game, and try to guess if we’re lying or telling the truth. You can make your judgements by completing a simple poll on the page for this episode – and no you don’t need to give your email address or anything like that, it’s all open and free :)

The scores so far

To be honest, I can’t really work out the scores so far! The main thing is that I think Amber is the reigning champion so far because she’s probably the cleverest member of the team. I’m in second place because I’m ok at the game but my weakness seems to be that I can’t lie and I’m too gullible and trusting because I always believe that people are telling the truth, so I lose points sometimes because of that. Paul is in 3rd place and he always loses these games because he tries to be too tactical, and he always focuses on using strategies just to prevent Amber from winning, and those strategies always backfire in his face and he ends up coming third almost every time. He should just trust his instincts like a Jedi.

So, let’s see if Paul can finally win a game!

The Interactive Lying Game – The Rules

Here are the rules for this version:
In episode 318 Paul suggested that we do an interactive version of this game in which listeners send in their questions in response to our statements.
So we told you our statements, and then the LEP listeners wrote lots of questions on the page for episode 318.
In this episode we’re going to ask each other those questions.
You have to listen carefully and decide if we are telling the truth or telling lies.
Check out the page for this episode and you’ll find interactive polls where you can choose TRUE or LIE for each person. Please vote for each one.
Then, the next time we get together we’ll count all your votes. The winning person is the one who has fooled the most people.
So, it’s quite simple really – just listen to this episode and then go to the page on the website and vote using the online polls.
Then, later on we’ll reveal the truth, we’ll count the scores, and find out the winner!

THE STATEMENTS AGAIN

So, do you remember the statements from Amber, Paul and me?
Here’s a reminder:

Amber: I helped in the making of the film “Something’s Got To Give”
Luke: I accidentally knocked down a wall in a friend’s house in Japan
Paul: I used to get bullied by Guy Berryman, the bass player from Coldplay

What do you reckon, are they the honest truth or just a tissue of lies? Would you like to find out more? Are you ready to become a kind of psychological detective?

Yes, you are? Right then, without any further ado, let’s find out more as we listen to the podcast pals, aka The Truthful Trio or should that be the Treacherous Three. One thing’s for sure – it’s time for triple trouble, with Amber, Paul and me… Here we go…


*Jingles*
*The Interactive Lying Game Begins*


QUESTIONS FOR AMBER

Antonio
Amber: Who asked you for help? Were you an employee or it was a school exercise?

Mollie
Amber, how did you help in the making of the film ” Somethings Got To Give” ?

Anonymous • 4 months ago
Amber: Why did you help?

Krizzztofer • 3 months ago
Amber: Why aren’t you on the staff list on imdb.com ? (I love you BTW!) :-)
To listeners – please use the Donate button sometimes! Luke really deserves it! He does an incredible job. You don’t need to spend 100 pounds, but think about it – if everyone can give just 1 or 2 pounds…???
It’s not fair to get everything for free. Just think how much money we spend everyday for stupid things like smoking (I mean some of us, I gave up ;-). I If you send just 1pound – you invest in Luke and… in yourself! If you listen to this podcast – you really invest in yourself!

Hiroshi • 3 months ago
Amber:  Is your help reflected in the film? If so, how did you feel when you saw the film?
Do you think you can work as filmmaker?
Do you want to be an actress?

Lê Vũ QC • 4 months ago
To Amber:
1. How did you help? Were you in the movie?
2. Did you get paid? If yes, how much?
3. Could you name some of the members of the cast and tell us what the movie was about?
I hope my questions will get picked :) I enjoy you guys’ conversations tremendously.
QC.

Mariam • 4 months ago
To Amber:How did you get asked to participate in that? When and where was that? How were you chosen? How did you feel about it? What did you do? Can you describe how the filming went or at least the thing you were involved in?
Looking forward to hearing from you :)

Yaron • 4 months ago
The questions for Amber are: How did you help in making this movie (What was your role? did you direct it :) ? )… It is very difficult to ask more questions, since the question are really depend on how this help was given…..  Were you familiar with one the film production members (the script writer / editor /other)?

Mark (@nicknamemark) • 4 months ago
Amber: have you ever got in touch with the executive caster/core actor?

Antonio • 4 months ago
Amber: who asked you for help for this movie?

-e- • 4 months ago
Amber: Your style and your voice are as beautiful as Marilyn’s appearance was… but now I don’t believe you ;)
So, no questions but I have to say, enjoyable episode again! Thanks
-e-


QUESTIONS FOR LUKE

Antonio
Luke: how did you do it?

Mollie
Q1 : Luke , what was your friend’s name ? Is it he or she ? Is he or she Japanese ?

Anonymous • 4 months ago
Luke: What was reaction of your friend when you did it?

Krizzztofer • 3 months ago
First of all – this Lying Game series is a masterpiece!
Luke: How much did you drink? :-) (How much had you drunk?)

Hiroshi • 3 months ago
Luke: I accidentally knocked down a wall
Was that wall made out of paper or something like that? Usually you can’t knock down a wall.
Were you injured?
Were you dancing in the room? How you can knock down a wall? Kicked?

Lê Vũ QC • 4 months ago
To Luke:
1. What kind of house was that? Was it old or new, traditional or modern? Was the wall made of wood or concrete?
2. What was the relationship between you and that friend? Do you guys still keep in touch?
3. How did she/he react?

Mariam • 4 months ago
To Luke: Why were you in your friend’s house? Was it a traditional Japanese house with paper walls? (can you describe the house)? How did that happen? What was your freind’s reaction? Did you pay for the charges of fixing it? I can go on but I think it’s enough ;)

Yaron
This interactive version is a good idea Paul – well done!
Luke: I have no question for you. I’m sure that you are telling the truth :) …. just kidding… my questions to you are: What was the wall was made of (bricks, autoclaved aerated concrete, paper, Other)? How did it happen? Did you do it with bare hands or with some tool (like hammer for example)?

Mark (@nicknamemark) • 4 months ago
Luke: what about your location specifically in Japan? Does your friend’s city have many wooden houses?

Antonio
Luke: How did you put down the wall?

-E-
Luke: I think you are way too well-behaved a guy to knock anything down :) but maybe you did it….
Luke Thompson
Even though I slapped a teacher on the back of the head?
-E-
Yep, good question!
Nowadays students are allowed to do nearly everything as you know but if a teacher slightly touches a student, he or she gets into trouble…
So maybe you Luke are “the roof of all evil ” ! Your slapping has been the example for later generations… ;)
Anyway, Season’s Greetings
-e-
Luke Thompson
“The roof of all evil” I like it!
But it’s the *root of all evil.
I prefer being the roof though.


QUESTIONS FOR PAUL

Hiroshi • 3 months ago
Paul: I used to get bullied by Guy Berryman, the bass player from Coldplay.
You were misunderstanding his name as Guy Bullyman when you were young, right?

Hitoshi • 3 months ago
Paul: I used to get bullied by Guy Berryman, the bass player from Coldplay.
How old were you?
How did he bully you?
Could you manage to stop it?
Do you want to see him now?
What would you say and do if you saw him?

Antonio
Paul, what Job did you have at this time?

Mollie
Q2 : Paul , when did you get bullied by Guy Berryman ?

Anonymous
Paul : Where were you educated? how old were you? Did Guy Berryman know his bandmates at that time?

Krizzztofer • 3 months ago
Paul: How old are you? (it seems you are too young, Guy is 38:) )

Lê Vũ QC • 4 months ago
To Paul:
1. When did that happen and what did you do when that happened?
2. Do you still know Berryman or are you just strangers now?
3. Why did he bully you? Was it because he was just an asshole or something?

Mariam • 4 months ago
To Paul: When and where was that? How old were you (both)? Was he in the band yet around that time? How did he bully you (what did he say or do)? How did you react?

-e-
Paul: Who the hell could have bullied you? .. It definitely can’t be true!

Yaron
The questions for Paul are: What was your age at the time? How many times did he bully you? Where did it happen? Why did he bully you? Can you think why he did it to you?

Mark (@nicknamemark) • 4 months ago
Paul: How old were you when you were bullied? If this happened in school, would you like to give us the school name?

Antonio
Paul: What was your job at this time?

David Beckham’s greasy curtains

Go Greased Lightning!


WHAT DO YOU THINK? DO THE POLL AND ADD YOUR COMMENTS




AMBER, PAUL & LUKE – THE PODPALS – NICKNAMES & ACRONYMS

Amber, Paul & Luke – We Need an Acronym or Nickname (don’t we?)
It’s always lots of fun when they’re on the podcast and according to comments it looks like you, the listeners, agree. In fact, people seem to feel that Amber, Paul and I form quite a successful podcasting team, so naturally we need a nickname or an acronym for the three of us.

You heard us mention a couple of ideas for acronyms or nicknames in the previous episode, but we didn’t decide on one.

So, I want you the listeners to help me choose a good acronym or nickname for us.

Here are some suggestions:

Acronyms
PAL (pal = friend, mate)
APL (apple?)
PLA! (?)
LPA! (?)

Feel free to create another acronym perhaps featuring the letters of our first names and surnames too.
A for Amber
P for Paul
L for Luke
M for Minogue
T for Taylor
T for Thompson
So, that’s – A P L M T T
Players of Scrabble will notice that there’s just one vowel in there and 5 consonants, two of which are T, which makes it quite hard to form a word – so good luck with that!

Superhero team names, like The Fantastic Four (The + adjective + word for three things)
Here are the ingredients:
Words for “three things”
Three
Trio – a group of three people, like three singers
Triptych – a set of three works of art, like three paintings that go together
Triangle – a geometric shape with three corners and three sides
Tripod – a stand with three legs, e.g. a camera tripod
Tricycle – like a bicycle but with three wheels
Triforce (for Legend of Zelda fans) – The Triforce (トライフォース, Toraifōsu ?) is the golden triangle, made from three other golden triangles arranged together. It comes from Nintendo’s Legend of Zelda series of video games. Referred to as “The Golden Power” in ancient Hyrulian literature, it is an omnipotent sacred relic, representing the essence of the Golden Goddesses who created the realm of Hyrule. The triforce as a symbol also appears in Japanese history as a icon representing an old Japanese family, I think.
Trident – a brand of chewing gum, but also a three-pronged spear carried by Poseidon the god of the sea and also Britannia the female personification of Great Britain. Both Poseidon and Britannia carry tridents. Trident is also the name of the UK’s nuclear weapons system, based in Scotland.
Team – you know what that means.

Adjectives beginning with T (these ones don’t really go with ‘Three’)
Terrific – great, or big, very good
Triumphant – victorious, having won in battle
talkative – talk a lot
Tantalizing – having or exhibiting something that provokes or arouses expectation, interest, or desire, especially that which remains unobtainable or beyond one’s reach
tangential – tending to go off on tangents, the tendency to get diverted (quite appropriate)
tasteful – having good taste
talented – having talent
tactical – having tactics or strategy
tasty – delicious

Adjectives beginning with Tr (these ones go nicely with ‘trio’)
trustworthy – you can trust us
tranquil – peaceful, calm or silent
transcribed – our words have been transcribed perhaps as part of the transcript collaboration
trendsetting – to be one who sets trends or creates trends, the state of being a trendsetter
truthful – honest, telling the truth
trivial – not important
trilateral – involving three sides or groups, like a trilateral trade agreement between three nations, or a trilateral decision
transcendent – higher or better than other things, rising to a new level, perhaps surpassing normal states and into a higher plane
tremendous – a large amount, or very good
tragicomical – both sad and funny at the same time

Adjectives beginning with TH (these ones go nicely with ‘Three’)
thorough – detailed and careful, going through something in great detail and covering it fully and carefully
thoughtful – thinking a lot, particularly about others
therapeutic – bringing therapy
thrilling – exciting
thunderous – very loud, like thunder
thickheaded – stupid

Also
Triple Trouble
The 3 Musketeers
The Podpals
? something else ?

OK, THERE’S NO NICKNAME POLL – Just add your suggestions in the comment section please :)

But here are a few ideas:

Triple Trouble
The Podpals
The t_____________ trio
The t_____________ three
The t_____________ team


Song: Three is a Magic Number by Bob Dorough

Chords & lyrics tabs.ultimate-guitar.com/b/bob_dorough/three_is_a_magic_number_crd_1761209id_21082015date.htm
343PIC

331. How’s your English? (and why speaking is so important)

Hi listeners, I’ve got a big big slice of podcast pie for you in this episode because I’m going to talk to you about some important considerations for language learning, some ways that you can push your English to new levels with LEP, and I’m going to talk about italki, which is a really great service that you can use to arrange conversations with native English speakers online from the comfort of your own home, and why as a listener to this podcast, you should check it out. There is also a transcript for this episode already available at teacherluke.co.uk so check that out too. Now, let’s get started.

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First of all, hello! How are you? I hope you’re well.
Here’s a new episode to listen to. I’m very glad to see that recent episodes have been popular with the LEP community. Episode 330 about Grand Theft Auto was particularly popular. I’ll have to do more of that sort of thing in the future.

New-Look Episode Archive
Have you listened to all the episodes of LEP? If not, maybe it’s because you don’t know which episodes to choose. You might not know where you can find them all.
If you’re subscribed with iTunes you can access all the episodes in the RSS feed. But, I’ve recently added a new episode archive with descriptions of the content and language in each episode of this podcast. Check it out. If you haven’t listened to the back catalogue and don’t know what is contained in all those episodes, have a look at the new archive by clicking on ALL EPISODES in the website menu. You’ll find links to all the old episodes and now you’ll see that each episode is accompanied by a description of the topic and theme, including the language focus in particular episodes, so you know what to look for. There are loads of classic episodes of Luke’s English Podcast just sitting there in the archive, waiting for you to listen to them. Remember, you can download them all individually from the website, and there are lots of transcripts available too. So, if you’re ever caught waiting for new episodes – just ask yourself the question, “have I listened to all the previous ones?” They’re all there, available for you, free.

How’s your English? Let’s talk about learning a language
More and more every day I am coming face to face with experiences of language learning. Either other people, like my students or the people who email me every day, or me – because I’m a language learner too – struggling to learn French.
I’m constantly aware of our need, in this incredibly interconnected world, to speak foreign languages. For you and my students it’s English. For me it’s French.

A lot of people struggle to push their level up
Some people don’t know how to do it. I meet so many students in language schools who know they need to improve their English, but they don’t know how to do it, so they just sign up with a language school and to an extent, they then expect us to do all the work for them. Not all of them are like that, some students do exactly the right things – but some students seem subconsciously to think that by signing up to the course and simply being in the room, that’s all they need to do. People like that tend to be the worst students because they don’t take responsibility for their own learning. It’s not necessarily their fault, because they just don’t realise that there is a better way to learn another language.

Like, a lot of people don’t realise they have to connect with English on quite a personal level, regularly and for extended periods of time. It’s not just a skill to add to the CV. Learning a language has to become part of who you are. The more you put your time and personality into it, the better the outcome.

A lot of people probably don’t realise that this podcast exists for example, or at least they just wouldn’t even think about listening to podcasts regularly in English, or they might listen a bit but just give up after a while because it’s too difficult.

That’s a pity because I think there’s a lot of enjoyment to be had from my episodes, and from many other podcasts – I really hope so anyway because that’s what I’m trying to do with Luke’s English Podcast – I hope it’s more than just a thing for learning English, but that rather it’s something that helps you learn and which you just enjoy listening to as a human being, or not – you might enjoy listening to it as some other life-form, but I imagine most of my listeners are humans. I know I have a few dogs, and some fish listening to this, at least – but mainly, homo sapiens. Whatever you are, if you’re a long-term listener I think you’ll agree that regularly listening to my episodes will give you an edge over the people who don’t. It’s quite simple really.

So, what I’m saying is – there are bad language learners and good language learners. The bad ones do things like sign up for language courses, expect that to be enough, sit in language classes, expect to be spoon fed, but don’t take responsibility for their own language learning. Good language learners know that learning a language is all about taking responsibility for your own learning, and making an effort to get some English into your lifestyle, on a regular basis, by experimenting with new ideas and new platforms. You don’t give up when it gets challenging and in fact you enjoy the whole process of doing it!

I have over 300 hours of content here on this podcast – and that’s a lot of English to listen to. That’s a lot of words, a lot of grammar and pronunciation that you can hear and it’s definitely going to be a great injection of proper English into your brain.

But, you and I know that listening to this and enjoying it is only part of what you could be doing to seriously push your English into overdrive. You’re probably aware that, despite listening to this, your English could still be so much better and that you’re capable of so much more. You could be more fluent, more accurate and more confident.

The cool thing is that all these things are achievable, and that is more true now than ever before.

You know that you can really accelerate your learning if you choose to. The power is in your hands. If you want to, you can take your English to the next level. It’s just a question of putting in the time and effort and finding ways that work for you.

Here are a few suggestions for how to push your English in other ways, beyond just listening. Now, some of you might be quite content just to listen – and of course you can do that, but I would like to reach out to you here and ask you to just stop for a moment and question yourself  – are you satisfied with your level of English? What more could you be doing to improve it?

Here are some techniques for the motivated LEPster who wants to do more than just sit back and listen.

Listen to episodes several times
This is really important. It allows you to not only understand the content much better, but will also allow you to notice specific phrases and then remember them over time. If you hear phrases or even grammatical structures and certain bits of pronunciation again and again, they will really stick in your memory and become part of your English. For example – I know a lot of the lines from the first Star Wars film. They’re absolutely stuck in my mind and they even come out in my speaking sometimes. How do I remember these lines so easily? Just because I’ve watched the film a lot of times – and weirdly, I even enjoy it more each time as well. In fact, having watched Star Wars a lot, I feel like it’s part of who I am now. If I’d just watched Star Wars once, I’d never remember any of the lines. There’s absolutely no way I would be able to see Star Wars once, then walk out of the cinema and quote lots of lines of dialogue after just one viewing. It took multiple views before the dialogue stuck in my head. It’s exactly the same with the podcast. Listen more than once and the language will stick much more easily.

Use the transcripts
There are transcripts available for lots of episodes of LEP and you really should be using them. They took a lot of work to produce, either by me, members of my family or by listeners who take part in the transcript collaboration project – and if you have done that, then you deserve a medal because, as well as the long list of fully transcribed episodes on the website, there is another very long list of transcripts which are also complete but haven’t been checked by me yet. They’re all available on Google docs and the links are on the transcript collaboration page. So, there are more transcripts available than you might think. The transcript collaboration has been going for several years now, it’s really quite a big project! Writing transcripts is time consuming and we wouldn’t be doing it unless it was really useful for you, my listeners. So please use the transcripts which are provided! Here are some ways to do that…

Read transcripts while I’m talking – just listen and read at the same time. You could print out the transcripts, or just read them on your phone or tablet while you listen. Reading the words while you hear them will allow you to do a number of things: it’ll help you to remember the words better because you’re not just getting an aural picture of the word, but a visual one too, and many of us have very visual memories. Words exist as physical entities in our minds – they have a shape, they have a sound, they have spelling and they have muscle memories too. By shape I mean simply the way the word looks – that means its spelling, but also just the general visual characteristics of a word – the length and other visual characteristics. Apparently, when we read we don’t just look at the individual letters and put them together, but we recognise the first and last letters and the rest is just a general shape. So, it is important to get to know the shape and spelling of words in order to keep them recorded as visual entities in your mind. Words are also sound memories – what they sound like, and muscle memories – how it feels to say them. There are many aspects of a word, and the more of those aspects you cover, the more 3 dimensional the word will be and therefore the better you will remember it. So, reading the words while listening will help to tie the visual side to the aural side. It’ll allow you to remember them better, and later on to spell them too. Repeating words or sentences will help to develop the muscle memory too – attaching that to the aural and visual pictures that you already have. You should learn words in 3D – that means listening to them and reading them.

Also, reading while listening may help you to notice particular high-frequency features such as collocations or grammatical structures. If you’ve printed the scripts, you could highlight these things with a highlighter pen, or select them on a computer and record them in your own lists and check them again later.

Just read them, and then listen to the episode later
If you just want to focus mainly on listening skills, but would still like to get the benefit of having seen the words too – just separate those two things. First, listen to the episode, try to understand it, then read the script and understand more, then listen again and see if you notice a difference.
You can break up the script and episodes and just focus on chunks or parts of episodes.
You can print the scripts and then write notes on them as you listen, or highlight particular phrases or aspects of pronunciation.

Take some of the words and keep them in word lists
Highlighting words in scripts is good, especially if you go back and read them later, or find ways of remembering those things. Also, you can print out the script and then have fun highlighting certain words with one of those brightly coloured highlighter pens – that’s always fun isn’t it – there’s just something satisfying about using a highlighter, but remember that the highlighter itself won’t learn English for you – you’ll need to go back to those words again and again in order to really learn them.

You can copy+paste words into your own vocabulary lists – then find ways of working on those lists in your free time, repeating words, testing yourself, putting them into sentences and so on. Just make sure that you’re applying some kind of process to your learning – don’t just mindlessly read through your word lists – you need to work with the words, and push them into your mind in various ways. Remember the episode I did in the past about using mnemonics and memory techniques (listen to it here teacherluke.co.uk/2014/02/05/167-memory-mnemonics-learning-english/). There are a lot of words for you to remember. You have to think outside of the box in order to keep those words in your head.

You can use flashcard apps to help you do this, or just a notepad. Try to record and repeat words in sentences, not just on their own. Consider how the words interact with other words – because they do that, words – they don’t exist on their own, they are always with other words.  Are there any particular collocations or grammatical features of these words – e.g. do they take a particular preposition? If it’s a noun, what is the verb that collocates with it? For example, if the word is “homework”, what’s the verb? It’s “do”. What about “housework”? (It’s “do” as well) What about the DIY (ok, that’s “do” as well – yes, all those examples take “do” as their verbs). Another consideration is the word family. What are the other words in the word family? Noun, verb, adjective, adverb forms. Are there any opposites or synonyms? Are they followed by -ing or infinitive forms? For example, the expression ‘used to’. You shouldn’t just record ‘used to’ but also ‘be used to + -ing’ and ‘get used to + -ing’.

Getting to know one word often means getting to know all the other words that they live with. Beyond just recognising words in phrases you could also use a good dictionary – like perhaps a collocations dictionary to help you make your lists, and make sure you go back to those lists and study/practice/test yourselves! You could get a dictionary like the Oxford Collocations Dictionary, or use one online. I found one today that looks great. It’s called the Online Oxford Collocation Dictionary. Search for a word and it will show you all the verbs, nouns, prepositions, adjectives that collocate with it, with examples. Here’s a link with the word “memory” oxforddictionary.so8848.com/search?word=memory

Also, try to practice producing your target words, not just recognising them. That means when you do some studying with your word lists, you should read out those words and sentences aloud, not just read them in silence.

Try to avoid simply converting words from your language into English and back again. Try to do it all in English.

Since these transcripts are in text form, you can do all sorts of things with the words on your computer. For example, you could create your own worksheets using the transcripts. Import the text into Microsoft Word, then gap certain words (you can select certain words and gap them all automatically), or gap random words, then print the worksheet you’ve produced, and then go back to it later and try to add the words from memory. You could remove all the punctuation and put it back in later. You could remove all the verbs and then put them back in the correct form. You could remove all the prepositions and put them back in later. You don’t have to do it to the whole text, you could just choose certain bits. Be selective about which bits of transcript you work with – for example, it would be a good idea to focus on part of an episode in which someone tells a story, or in which there’s lots of technical language that you don’t know.

Be your own teacher, create your own tests and exercises. You can do that. It will help.

Recording yourself reading transcripts
You could take a transcript and read it out loud. Try to sound exactly like me, or just try to read out the script in a natural way, as if you were talking to real people and you had to make it interesting. You could record yourself reading the script and then compare it to the original recording of me. See the difference, and try to copy my voice.

Shadow the way I speak when you’re in the car
If you listen while driving – that’s the perfect time to do some speaking in private. You can use the privacy of the car to do some speaking. You could try shadowing me – that means repeating everything I’m saying while I’m saying it! Don’t do this when you’re in conversation, it’s seriously annoying (I had a few students who used to try and mouth the words I was saying as I said them – weird) but you can do it in private. Either you repeat it after I’ve said it, or you allow your mouth to vaguely follow what I’m saying as I’m saying it.

Listen at different speeds – slower or faster
A lot of audio software and podcast apps allow you to speed up or slow down episodes. Why not try listening to an episode really fast the first time round, then slowing it down. You might find that after fast listening you’re suddenly able to understand normal speaking much better. It’s a bit like training in the mountains – you let your body get used to running with less oxygen, and then when you run at a normal altitude your body is tuned and able to consume much more oxygen and by comparison you’re much stronger and faster. If you get used to listening at a fast pace, you could become an amazing listener at normal speed. Alternatively, you could listen to an episode slowly to try and focus on specific things that you missed before. The main thing is – experiment with different listening speeds – and remember, if you listen faster you can listen to more because the episodes will be shorter.

Pause the podcast to say something
Remember, you have a pause button. You can use it to pause the episode when you have a thought or idea and just say your response. Again, this will work better if you’re in private so people don’t think you’re crazy, talking to yourself. You might be listening to an episode, and someone says something and you have a response. Pause the podcast and say your response, to yourself, to your pet cat, to the wall, to your teacher, to your friend who also listens.
And you don’t have to wait until a specific thing comes up. You could decide to stop every 10 minutes and summarise what has been said in the last 10 minutes, by saying it out loud. Try to use language which you’ve heard in the podcast.
Imagine: you listen, and every 10 minutes in you pause, summarise and respond, then continue. That way a 1 hour podcast will also involve you summarising and responding in your own words six times. That’s quite a lot of speaking, as well as listening.

Use episodes of LEP as the basis for discussions or activities with your speaking partner
If you have a language partner for practising English, or if you have one to one lessons with a teacher, you could take inspiration from LEP. I’ve done lots of episodes with speaking games like “The Lying Game” the vocabulary games with Amber & Paul, the difficult situation role plays, the random discussion questions with my family, the bank robbery activity, the 1 minute challenge, the A to Z game and all the topics and interview questions I’ve used in episodes over the years. You could recreate speaking tasks from episodes of the podcast, in your own lessons or language exchanges. Check the pages for each episode and see if there are questions or other notes that you could use for your lessons or speaking sessions.


 

So there I’ve just explained a few ways to be a more active listener. That’s all going to help you, definitely. Even just listening to these episodes and enjoying them means you’re certainly getting a leg up on the competition, especially those losers who don’t even know LEP exists! But being proactive and finding new ways of pushing your English with LEP is definitely going to help too.

But, I haven’t mentioned the elephant in the room. This is the thing that’s missing from the whole arrangement and that I haven’t talked about, because previously it was a bit of a problem, but not so much any more.

What does “the elephant in the room” mean?

What’s the elephant in the room that I’m talking about? I’m talking about the fact that LEP doesn’t give you everything you need for your English. That shouldn’t be a shock of course, because I’ve always said the podcast is best enjoyed as part of a balanced diet – I mean, that you get best results by combining listening to this with other things, such as study and speaking practice. But certainly what I haven’t mentioned so far is that the podcast certainly can’t give you the one thing that you really really need to make rapid progress in English, and that’s the chance to practice speaking with native speakers.

Beyond adding habits and techniques into your lifestyle and getting regular exposure to authentic English with the podcast, the best way is to push your English is to do plenty of speaking. Speaking speaking speaking – in authentic conversation with native speakers. That’s definitely the fastest way to push your fluency, accuracy and range of vocabulary, grammar and pronunciation to the level that it needs to be. Natural conversation with native speakers, hopefully teachers who understand your situation and can help you with error correction and explanations, and by listening to you more.

So, I haven’t mentioned it because I’ve known that for many of you that’s just not possible, and it’s something I can’t provide through the podcast. It’s always been hard to develop your speaking skills through this podcast, and so you need to find native speakers to talk to – but as I said, that might not be possible. It may be that there are just no native speakers in your area to talk to, or if there are native speakers, it’s difficult to get to know them, even if you live in London where native speakers are much harder to find than you might expect. The same goes with teachers – there might not be many native teachers who you actually like and who can teach you regularly on a 1 to 1 basis.

Now, maybe you’re lucky and you live in a situation in which you can speak to native speakers regularly. But I know that even when you live in the country of the language it’s still hard to meet the right people and find the right teachers. For example, for many students or foreigners living in London, it’s hard to make friends with local Londoners. They’re just a bit distant and tend to stick to their own little circle of friends.

So, essentially – although it’s vital for your English, regularly speaking with native speakers is also one of the most difficult things to achieve, because of access or lack of choice.

So, despite this lack of speaking practice, I imagine you just keep going, trying to learn or maintain your level of English as well as possible, without enough contact with natives. You listen to the podcast when you can and you love it when new episodes come out, and although you have plenty of feelings and ideas in your mind when you listen, you don’t have anyone to express them to. You might take English classes but it’s still not enough, especially if you’re in a group. You might find other opportunities to speak to natives, but it still might not be sufficient or convenient.

What you really need is need a regular person – a language partner or an individual teacher who you can rely on and who knows how to talk to you as a learner of English. Someone who is available at the right time, not too expensive or inconvenient.

Even me in France, I have native speakers of French all around me. I mean, I’m married to one for goodness sake! But none of them are quite suitable as a language teacher somehow. For example, my wife and I have already established our relationship in English and it’s hard to switch to French because there are just too many personal things going on in our lives and it’s not practical to speak French. Also, I don’t want her to think I’m stupid or anything (because I am pretty stupid in French).

I could go on a mission to find an individual teacher or someone who’s willing to do a language exchange with me, but honestly, I’d rather just go online, browse some teachers, find someone easily and schedule some one to one speaking lessons on Skype so I can choose exactly when and where the sessions will take place (my home) and it won’t be too expensive. I don’t want the hassle of having to go out, arrange a place to meet (if its my home that means cleaning the place up) – if it’s the teacher’s home that means travelling and extending the time I have to devote to it. If it’s a public place that means putting up with the fact that strangers around me are listening to my lesson and probably judging me and my teacher. I need an online service which completely cuts through all that annoying stuff. I’ve been looking for a service like that and I’m really pleased today because I’ve found the perfect one. I can now arrange all my French lessons and conversation classes online, and do them all online via Skype and all from the comfort of my own home. There are loads of teachers to choose from. I can have trial sessions with some of them and then pick any one that I want. Then I can schedule lessons according to my timetable and I don’t even need to leave the house. Also, prices are cheaper than they would be with a teacher or in a classroom. Of course, it’s online via videoconferencing software, which is not quite as good as being in the same room, but honestly – after 10 minutes you just don’t notice it any more and anyway – communicating via Skype is the future (in fact, it already is the present). So, I have found this service and it’s called italki. The super duper cool thing is that italki is also in English (in fact English is their #1 language) and they have thousands of teachers and native speakers that you can talk to right now.

The service is called italki
Some of you might be aware of italki already, which wouldn’t be a surprise because italki is one of the fastest growing websites in the language learning sector at the moment.

Have you heard about it?
Either you have, or you will, because it’s awesome.
Ok, so italki is an online community where you can find language partners and teachers for online lessons or conversations.
It’s not a surprise really that italki is one of the fastest growing websites, because now that Skype video calls are such good quality it makes total sense to use that for connecting students and teachers, and it’s a great way to cut out the middle man, avoid having to travel long distances, and get all the benefits of individual tuition. I think it’s going to make a huge difference to the way people learn languages in the future. This basically gets around the age-old problem of having no access to native speakers.

italki used to be a social network where you could find a language partner but over the last year or so it has grown a lot and they’ve just launched their new service, and it’s really smart, professional and high quality. It looks very good and loads of people are using it every day to learn languages and that includes these super motivated language learners called polyglots that speak like 10 languages at the same time. I’ve been interested in polyglots for a while and I’m in the process of contacting some of them for interviews on LEP. I’m talking about people like Olly Richards, Richard Simcott and Benny Lewis who are making a career from the fact that they speak lots of languages. Now these guys swear by italki – and if it’s good enough for them, I think it’s good enough for us, right.

Some of you already use italki and you’re going – “yep Luke you’re preaching to the converted. I already use italki. Been there done that, got the t shirt. In fact that’s how I know the phrase “been there, done that, to the t-shirt” – because I religiously listen to your podcast and I practise your language on italki. It helps me remember stuff like “been there, done that, got the t-shirt”.

Anyway, why are you now going on about italki so much Luke? Do you work for them now is that it?
No, I don’t, but I’m happy to say that after discovering them I did send them an email and ask if they wanted to sponsor the podcast. I’ve been searching for new sponsors for ages, and italki just seemed like the ideal sponsor. They offer a good service, for learners of English, in any country, it’s all online. They’re friendly people, it’s professional, and it’s growing fast. I’m happy to say that they responded to my email positively, and I’ve been talking to someone from the italki team and we have arranged a sponsorship deal for LEP which I am very happy about because it’s going to be mutually beneficial. Beneficial for everyone basically – you, me and italki. It makes total sense all round.

Now, let’s just talk about sponsorship for a moment
You should know that sponsorship for LEP is absolutely necessary – it’s important to understand that, especially if you don’t get it. This podcast must have sponsors – it’s the only way for the podcast to keep going, and for it to stay free. I have to be able to justify spending time on this. Now, I do spend time on the podcast – I do it all myself. I could spend that time on other things that would be much more profitable. I could use all my hours doing one to one lessons with university students or business people in Paris, or on Skype and that would make me more money than I earn from LEP. But I would rather spend time on this than almost any other job, and the only way to do that, while keeping the podcast free for you, is to have a sponsor that I mention briefly in my episodes.

I would rather do this podcast than work on one to one lessons or teach in language schools, and I expect you would also like me to continue doing this too. Well, sponsorship is the way I can achieve that.

Also, you should know that sponsorship is absolutely the standard for monetisation for podcasts today. All the big podcasts I listen to, unless they’re done by the BBC, have sponsors. I’m glad that my podcast is popular enough to attract sponsors. It means I’m doing something right.

So, sponsors are necessary for this show, and for me it’s vital to find a sponsor that offers you a quality service that can really make a difference to your English.

It’s been hard to find the right company. I’ve had Audible for a while now, but I’ve continued to look for other services that you might like.

Audible are great – those audiobooks are brilliantly produced, of excellent quality and it’s a good offer – 30 day trial and a free audiobook. You can’t argue with that. That’s staying open by the way. You can still get a free audiobook from Audible by going to teacherluke.co.uk/audible

But I think italki are an even better service for my listeners – in a more profound way for your English. You already have a lot to listen to with LEP – in fact, Audible are a sort of competitor for me. By sticking a 15 hour audiobook in your phone I’m giving you the choice of listening to me or listening to the book – I hope you choose me first! Anyway, you already have tons of stuff to listen to – either from me or from audiobooks, but speaking to native speakers is going to be so good for your English, and that’s what italki would allow you to do.

So I am really pleased that after checking out my podcast and my website the people at italki are really keen to work with me and to sponsor the podcast. So yes I have managed to secure italki as my new sponsors and I’m very happy to recommend them to you. The cool thing is that you can get free teaching time in italki if you’re an LEP listener. They’re offering all my listeners 100 lesson credits, which is about $10 of free teaching – that’s equivalent to about an hour.  Just go to teacherluke.co.uk/talk to check out italki, look at some teachers, start talking to people, and you can get 1hr of free lessons too. Nice.

Click here to check out italki

Click here to check out italki

italki
Let me just tell you a bit more about italki and how to use it before I move on to talk more about how to improve your English.
They already have over 2,000,000 language learners using the platform.
You can learn pretty much any language.
Of course, English is the most popular language and there are more English teachers and tutors on there than other languages.
So, after going to teacherluke.co.uk/talk you sign up free, like a social network.
Then you decide which language or languages you’re interested in. Let’s say English.
Then you can choose to find either ’Professional Teachers’ or ‘Community Tutors’. Professional teachers are qualified to teach English as a foreign language. There are professional teachers that specialise in different skills, different types of English (e.g. business or IELTS) and they’ll guide you through the learning process. It’s just like having 1to1 lessons with a teacher in a language school or in your own home, except that it’s done using video conferencing software, like Skype.
Then there are ‘community tutors’. Essentially, they’re not qualified teachers but they are educated native speakers of English who are passionate about sharing their language with you and helping you to practise communicating and developing your fluency. They’re also cheaper than the professional teachers. There are some great community tutors on italki and they’re a really really good option for those of you who need to talk to native speakers of English and have a more limited budget. In fact, I think that the community tutors could be the best thing about italki – friendly native speakers of English who are available and ready to talk to you right now, and cheaper than teachers.
But it’s not just teachers and tutors, italki offers you plenty of other content too.
There is a whole community of people on italki, because not only is it a marketplace for teachers, it’s also a social network for language learners. It’s a really cool place to hang out if you’re learning a language, and it’s better than other social networks like Facebook, because all the people who are on italki’s forums and blogs are motivated language learners – they’re not just there to make stupid comments and waste time like on Facebook.
So, there’s the social networking side.
Also, italki publishes lots of articles and blog pieces about language learning. There’s already a large catalogue of interesting and useful articles which you can access.
And finally, (and this may be one of the best features of italki) you can arrange language exchanges with speakers of other languages. This is a great option for people who are on a really tight budget. There’s bound to be people out there who want to speak your language, so check out the community and look for people who speak your target language (English) and who want to practice speaking your language too. You could find some great language partners for language exchange (one of the oldest ways to get speaking practice at no cost) and in the process you can make some awesome friends around the world and just have a lot of fun while doing it. Who knows, it could be the beginning of a beautiful friendship with someone in another country.

So there you have it – italki is a bit more than you might think. Now, you can talk to native speakers of English regularly, and from your own sofa, and they have tons of other services and a whole community of like-minded people. There’s a reason why italki sponsors LEP – it’s because they are the perfect service for you my listeners, and I wouldn’t promote them if I didn’t think it was useful.

I realise I’m talking about italki quite a lot in this episode. I’m not going to go on about this subject a massive amount in every single episode in the future – my episodes will run as they normally do, and I’m still free to talk about whatever I want to talk about – I will just mention italki at the start of episodes or at the end too just to remind you of the offer.

Generally, this is all very good news for LEP and is a big step in the right direction for me and for all of us. :)

Right, so now I’ve introduced the new sponsor, let’s get back to the subject of you and your English, specifically the importance of speaking for learning English, and why being a regular listener of Luke’s English Podcast gives you a big head start if you’re going to work on your speaking skills.

The importance of speaking, and how that is connected to regular listening
We know that all the areas of English are linked, so first of all improving your listening will have an effect on your pronunciation and speaking, and probably your vocabulary and grammar too. Then, following that up with regular speaking is a great combination for faster fluency and linguistic control.

I’m really convinced that regularly listening to this podcast and engaging in an authentic way with the things I’m saying and the sentiments I’m expressing – either humourous, serious, mysterious, factual or whatever –  is going to make a great difference. My professional knowledge tells me that’s true, but also my experience. First of all, I get messages all the time from listeners who swear that the podcast has helped them a lot – either by giving them confidence, better vocab or by generally improving their English to help get a higher score in an IELTS exam. But also, I’ve had first hand experience of listeners making progress with this. I’ve spoken to listeners a number of times and have noticed how their English has improved. I know people who started listening with next to no English, and have got to the point where they understand everything and can also speak and make themselves understood, and of course they have my accent and my speech patterns! It’s weird!

By listening you’re exposing your ears to a whole other side of the English language. If you think about it, there are 2 things: English as a written language (you read it, you write it, it’s visual and physical) and then English as a spoken language (you hear it, you don’t see it, you produce it physically using your body as an instrument). They’re two different beasts. If you just work with the written version, you’re only getting half of the story. By listening you’re engaging with that other type of English – the spoken version. Spoken English has been around longer than the written version. Stories and knowledge have been transferred orally for many many years and this form of communication was around before people developed written language.

Also, speaking is a very immediate and lively from of English. Spoken English takes many forms because of different accents, and is closely tied into codes of behaviour and body language. It can be much harder to understand spoken English, especially if you are used to reading all your English, and need a script of what is being said. So, regularly listening to authentic conversations can really give you an edge, certainly over the majority of people out there who have spent more time on reading and writing than on listening and speaking.

If you listen a lot you can really explore the way that sounds are used to create words and how those words connect to each other, and how the whole thing is interpreted by stress patterns and intonation in the voice. English has a rhythm and an accent that you can never find in the written version. The voice is used as a delivery system for English, and it’s vital that you get to know how that works. And to do that, you just have to listen to it. Also, regular listening exposes you to so many words and grammatical structures that you start to develop an intuition over grammar, and that’s the best situation to be in. You know the answer is right because it just feels right after having heard that particular phrase or prepositional collocation many times already. It just feels like the right answer, but you don’t have the rule. Now you’re thinking like a native speaker. The rule doesn’t matter – all that matters is that you’re familiar with the right kind of English. Listening to the podcast regularly is a great way to work on those things.

But speaking is absolutely vital, especially if you want to make fast progress and become a good communicator. That requires some practice and a positive attitude. The good news is that if you’re a regular listener to this podcast you have a head start, because having this podcast as a platform you can really push your spoken English further and faster. In fact, as well as giving you a foundation of passive knowledge from listening this podcast can give you lots of inspiration and information which you can use to push your speaking. First of all, you’re already interacting with the language in its spoken form by listening a lot. Your brain is already used to listening. This should make it much easier to then respond by speaking yourself. In fact, by listening and thinking, you’re already engaging the part of the brain involved in spoken communication. You’ll be more familiar with accent, rhythm and intonation and so it’ll be far less foreign for you to produce those sounds that you know quite well. In terms of topics and ideas, hopefully the conversations and topics that I cover in this podcast are exactly the sorts of topics that you could talk about in speaking lessons or conversations that you might have – and I’m assuming you’re considering working on your speaking for a bit. In your lessons you could use topics or activities that you’ve heard in this podcast. I think it’s time to activate the passive English which you have in your possession.

I’m glad about that because I think my podcast club, my LEPSters, ninjas, jedi knights, followers or whatever are my special team and I’m glad when you get a head-start in something. I think that people who want to improve their speaking (and I meet them all the time) and who HAVEN’T listened to this, are definitely at a disadvantage. Imagine starting conversations in English when you haven’t listened to any episodes of this or any other podcast. It would be like starting all cold, with no English on your mind, and no sense of how to create spoken discourse or understand the person you’re talking to. It would be like starting from scratch. So, hopefully my podcast is like lubrication for your brain, or brain training – to keep yourself fresh and ready for action. And you should activate that English as much as possible for quicker progress.

Some evidence for the importance of developing your speaking skills
Just in case you weren’t convinced of the importance of speaking, here are some reasons why it’s a good idea to focus on using speaking as your way of mastering communication in English, alongside regular listening.

First of all, top language educators and examiners like the British Council, International House and Cambridge University all stress the importance of speaking skills for achieving anything in English and this is reflected in the courses offered by those institutions and the way they run their courses, with many of these top schools putting a lot of emphasis on speaking and communication skills work in their lessons. It’s generally well known that speaking skills in English are learnt most quickly through engaging in communication activities directed by teachers in which you can really improve your spoken fluency through practice and feedback. Also, any Cambridge exam involves a speaking test which is worth at least 25% of your mark.

Improving your speaking also has knock on effects in other areas. It can help you to tune your ear while listening, improve your vocabulary and grammar and also feed into your writing, which can become faster and more expressive. The fact that it is instant and dynamic makes speaking a faster way of working on your English.

Comments about speaking from the website of Gerald Gillis, writer and public speaker
Here are some comments by respected public speaker Gerald Gillis who hits the nail on the head regarding how speaking skills are vital for success in business. Much of what he says can be applied to other areas of life. Originally posted on his website here www.geraldgillis.com/importance-speaking-skills/

The four language skills of listening, speaking, reading, and writing are all interconnected. Proficiency in each skill is necessary to become a well-rounded communicator, but the ability to speak skillfully provides the speaker with several distinct advantages. The capacity to put words together in a meaningful way to reflect thoughts, opinions, and feelings provides the speaker with these important advantages:

• Ability to inform, persuade, and direct. Business managers, educators, military leaders, lawyers, and politicians, among others, seek to develop their speaking skills to such a level that they are transformed into Jedi master communicators. (OK, he didn’t write Jedi masters, I added the word Jedi) Speaking clearly and confidently can gain the attention of an audience, providing the golden opportunity for the speaker to make the message known. Wise is the speaker who gains and then holds the attention of an audience, with well-chosen words in a well-delivered presentation, forming a message that is effective, informative, and understood.

• Ability to stand out from the rest. When one thinks of speaking skills, one tends to think of it as a common skill. Think again. The ability to stand before others and speak effectively is not an ordinary ability. Many people are deathly afraid of public speaking; others have little ability to form thoughts into sentences and then deliver those words in a believable way. The bad news is that at any given moment the world has precious few with the speaking talents of, say, Winston Churchill or John F. Kennedy. The good news is that a speaker whose skills are honed and developed with constant application and hard work can stand out.

• Ability to benefit derivatively. Well-developed verbal skills can increase one’s negotiation skills. Self-confidence is improved. A growing sense of comfort comes from speaking in front of larger and larger audiences. A reputation for excellence in speaking can accrue over time, thereby imparting a certain credibility to the speaker.

• Career enhancement. Employers have always valued the ability to speak well. It is, and always will be, an important skill, and well worth the effort in fully developing. This is especially evident when talking about English as a second language.

I can add a few other things: developing relationships – good speaking skills give you confidence which helps to install a feeling of trust into your relationships. You can truly be yourself, and this is very charming indeed. In fact, a confident, charming speaker of English from another country, speaking with a slightly different accent can be very seductive to native speakers of English – I might hasten to add that speaking good English will not just open doors, it could open legs too(if you know what I mean).

OK, so there it is. I hope you’re feeling fully motivated and ready to push your English onwards and upwards.

Click here to check out italki

Click here to check out italki

Don’t forget to check out italki and have a look at some of the qualified teachers and native speakers who can either give you lessons or give you conversation practice. Remember that if you choose to buy some lessons, as a listener to LEP italki will give you 100 ITC as a discount for being a listener to LEP (italki credits) – and 100 credits is worth about 10$ and is around the price of a 1 hour session. So, you can get a your first 1hr lesson free. That discount is applied when you make your first purchase. If you don’t want to buy, that’s fine – you can just go on and check out all the different teachers and people – they’re mainly English speakers from the UK – perhaps some professional teachers living in the UK, or native speakers who with someone who are really interested in sharing their English with you. A lot of those teachers and tutors offer trial lessons at discounted prices, so you can check out a few people before you decide on your favourite. Visit teacherluke.co.uk/talk to get started.

Just before we finish, I want to show you how committed I am about continuing to develop Luke’s English Podcast, and how getting the right sponsor is going to allow me to apply myself to this even more seriously than before. It’s a step towards me being able to eventually quit my job and do this full-time – something perhaps I should have done earlier. But anyway, I think you’ll agree that anything which makes it possible for me to spend time on the podcast is very good for you because you’ll get more free content and episodes that I’ve taken time to produce.

So, just to convince you of my good intentions for LEP, I’ve written a list of aims for this project. Aims are things you want to achieve. It’s important to have aims – not just in teaching (any good teacher will establish aims for each lesson) but as a language learner (you need achievable aims to give your learning some structure and some reward) and as an entrepreneur or anyone who’s trying to achieve something. Aims give you achievable targets that will guide you in whatever you’re doing. You should set aims for your learning of English. Here are my aims for episodes of Luke’s English Podcast.

LUKE’S ENGLISH PODCAST – 10 AIMS

  1. To provide a resource of authentic native English speech for learners of English to use for improving their English.

  2. To inform my audience about methods and strategies for improving their English.

  3. To educate my listeners about the English language by explaining or providing examples of grammar.

  4. To enrich the vocabulary of my listeners by presenting and teaching natural English usage in context.

  5. To entertain my audience by producing fun and interesting content specifically targeted at learners of English as a second language.

  6. To highlight particular aspects of English (language) culture including themes about Britishness, accounts of key moments in history, politics and the arts, with a particular focus on comedy and films.

  7. To develop the communication skills of my listeners by focusing on approaches to spoken discourse and interaction with interlocutors.

  8. To raise awareness of many features of British English pronunciation and provide practice of repeating certain phrases or constructions with a focus on connected speech.

  9. To keep my audience engaged in the listening process long term, by providing a resource to help them laugh while they learn.

  10. To dominate the world with an army of LEP ninjas equiped with biscuits and good English. …Ok, one of my listeners (Chriss) asked me to add this as an aim for my podcast, and sometimes I think it’s true that I have started a cult :)

That’s the end of this episode about learning, listening, speaking and my new sponsor – italki.

I’ll be back soon with a really interesting interview with an English guy who can speak 8 languages, and plenty of other episodes on different topics.

Don’t forget to go to the page for this episode at teacherluke.co.uk to read a transcript of everything I’ve said here.

That’s it! Speak to you soon. Bye!

308. The Lying Game (Part 1)

Hello, welcome back to LEP. This episode is called the lying game, and it’s one of those ones in which I play a speaking game with my friends Amber and Paul. A transcript for the first 15-20 minutes is available here on the page for this episode. In the introduction you’ll hear me welcome new listeners, talk a bit about my speaking speed on the podcast, mention the importance of listening to native speakers of English (even if it’s a bit difficult to understand every word) and explain some of the content of the conversation you’ll hear between Amber, Paul and me. Then, the speaking game begins properly. I really hope you have as much fun listening to this as we did recording it, because we really enjoyed ourselves! In part 2 (coming soon) you’ll hear the conclusion of the game and I’ll explain how I use this activity with my students in my English classes.

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Introduction Transcript Starts Here (+ more information below)
Hello, welcome to LEP. This episode is called the lying game, and it’s one of those ones in which I play a speaking game with my friends Amber and Paul.

Before you listen to that, I’d like to just say a few things here at the beginning of the episode. Firstly, hello to all my regular listeners, the LEPsters as they are sometimes known. How are you all? I hope you’re fine and having a lovely day or night or evening or morning or whatever time of day it is. Thanks for recent comments on my website. It’s always nice to read your messages. Recently I did episodes about The Battle or Britain and Back To The Future, and I’m feeling a lot of love in the comments section – particularly from my Polish listeners because of things I said in episode 303, which is really great. It’s very motivating to read the positive things you have to say in response to my episodes. I do think about my podcast a lot, and I always hope that you’re enjoying it and finding it useful. So, your comments are valuable bits of encouragement. Thanks also to those of you who have never left a comment on my website in your life – you’re my ninja listeners, and I think there are a lot of you out there, choosing to remain silent in the shadows, but listening to everything.

Secondly, just in case you’re new to LEP, let me just quickly introduce myself. My name is Luke Thompson and I’m an English language teacher from England, which is in Britain, which is in the UK, which is in Europe, sort of. I’m originally from London (in the south-east) but I went to university in Liverpool (in the north-west) and I also spent many years growing up in Warwickshire which is near Birmingham, which is in the midlands, which is in England, which is in Britain, which is in Europe, which is on Earth… etc. OK, I’ve been teaching English for nearly 15 years, wow has it been that long? Time flies when you’re having fun, and I do enjoy my job. I’m DELTA qualified, and in my career I have taught English to adults and children from many different countries, at many different levels, at many different times of the day – morning, afternoon, evening and at night sometimes, in any season, in all weather conditions – rain, snow, hail, wind, lightning, and even during a couple of earthquakes. I’ve taught courses in general English, business English, academic English, English for exams, English for doctors, English for pharmacists, English for engineers, English for lawyers, English for HR, English for secretaries of state, English for journalists, English for unemployed people, English for retired people and English for people who haven’t chosen what to do with their lives yet. Basically, if you need English, I’m your man. If I was a superhero for English teaching, you could call me Englishman! Which is appropriate, because I am an English man. Haha, I’m just joking, I’m not a superhero, I’m just an ordinary humble man, well as you can hear from this introduction I may not be that humble, but I am a man – definitely, I checked this morning. I am proud to be an English teacher – a profession which includes many bright and brilliant people all around the world, who have either chosen this vocation, or just ended up doing it because they didn’t know what else to do with their lives. As well as being an English teacher, I’m also a stand-up comedian, and I’m a podcaster. I do a podcast for learners of English called Luke’s English Podcast. You should listen to it. It’s quite popular and I have lots of downloads these days. I’m happy to say that I have a lovely community of people around the world who regularly listen to my podcast episodes in order to improve their English, but also (hopefully) because they just enjoy listening to each episode I produce. Did I mention that the podcast has won a few awards? No. Ok, well, the podcast has won a few awards. Am I sounding a bit arrogant? I hope not. I don’t mean to sound full of myself, I really don’t – it’s just that sometimes I think I should try and sell myself on the podcast, just a little bit, to remind you who I am. I don’t mean to just go on about myself a lot because it’s a bit self-indulgent isn’t it? But I do think it’s important to convince you that listening to this is very good for your English, and that you should keep doing it. It’s not just me who says that, I also have lots of testimonies from listeners of my podcast who have commented on my website, saying some very positive and nice things indeed, like this one which arrived just a couple of days ago, from someone called “Teddy WS” who simply wrote Screen Shot 2015-11-04 at 18.02.11“Thank God I find this page.” He sounds a bit desperate maybe, like he’s been walking through some kind of English teaching desert, and my website is like an oasis for him, where he can drink from this refreshing wellspring of natural English. It’s certainly a positive endorsement.

Thanks Teddy, that’s nice. Now, admittedly, Teddy did make a mistake in his comment – he wrote  “Thank God I find this page” and it should be “Thank God I found this page” but to be fair, he has only just found the page, and he has been walking through a desert for days and days, and he probably hasn’t listened to many of the episodes yet. I expect if Teddy writes on the page again in a few months, after he’s listened to more episodes and refreshed himself, he won’t make a mistake like that. I certainly hope so. Teddy, if you’re listening – don’t feel bad about making that mistake – mistakes are an essential part of the learning experience. Just brush it off, carry on and try not to do it again. By the way Teddy, I’m looking forward to reading another comment from you on my site in the future.

The main philosophy of my podcast is to give learners of English the chance to listen to authentic British English as it is really spoken. Sometimes it’s just me talking, sometimes I have interviews and conversations with friends, family or other interesting people. I try to keep it real – meaning I try not to adapt my language level too much. I don’t want to talk to you in a very simple way because that’s not how people usually speak in the real world. I think I speak clearly on the podcast, but at a fairly normal speed. I believe, ultimately, that’s better for your English.

So, it’s better for your English in the long run, but in the short-term, you might find it difficult to understand every single word I say, or every single word my friends say. So, I often remind you, that if you don’t understand what I’m saying or if you get lost during conversations on the podcast – keep listening! Keep going! Don’t be put off when you lose the thread of the conversation. Persevere, don’t give up. In the long run, it will be better for your English. So don’t stop.

If you want to pay close attention to every single word, and study those words, you can. Many of my episodes have transcripts, or at least some notes which you can read. You can then study the words and phrases I’m using and improve your English that way. Or, you can simply relax and listen to the episodes wherever you are in the world – just find a comfortable place, or even an uncomfortable place – it doesn’t matter that much, but comfortable is better, just put your headphones in, or turn your speakers on, and just listen for fun. It should be enjoyable to listen to English. It doesn’t have to be a boring study exercise. So, I invite you to just relax, kick off your shoes, make a cup of tea, listen to my episodes, and enjoy doing it. :)

This episode is entitled The Lying Game. The title of the episode has absolutely no connection to the things I’ve just said to you in the opening minutes of this introduction.

No, the reason this episode is called The Lying Game, is because in a few moments you’re going to listen to my friends and me playing a speaking game which involves either lying or telling the truth. It’s just a fun guessing game that involves some lying. So that’s why this episode has that title.

So let me tell you what you can expect from this 2-part episode of LEP.

What’s The Lying Game? This is a speaking activity I play with my students in my English language classes. In this episode you’ll hear me playing this game with my friends Amber and Paul, who are native speakers of English.

In a few minutes the episode is going to start (we haven’t started yet, this is still the introduction). I just wanted to say right now, that this was a very fun conversation for Amber, Paul and me. We really enjoyed talking and playing the game. I hope you enjoy it too. The thing is, we got pretty excited during the game and so we speak pretty quickly and sometimes we speak over each other. That might make it difficult for you to understand everything that’s being said. Still, like I said a few moments ago – keep listening anyway, even if you don’t understand everything. OK, I think I’ve made my point about that now!

The recording begins mid conversation. Let me just tell you a few things to help you understand what we’re saying, right from the beginning.

You’ll hear me say to Paul, “Do you really think I change the way I speak?” This is because Paul thought I sometimes change my voice when I’m recording the podcast. Like, I have a podcast voice that comes on when I start recording. We agree that it’s quite normal as a way of catching the attention of the audience from the beginning, or “pulling people in” as Paul says.

Just a couple of other things that will help you understand the beginning of the conversation:

Paul starts whispering subliminal messages into his microphone. This is because just the other day he was on a “film shoot” and he did that to the sound man – he whispered into the microphone and only the sound man could hear him. Just for fun.

I make a (lame) joke about something Amber says about it being a grey day. I thought she said ‘grade A’, referring to the sofa she was sitting on. A grade A sofa would be a top quality sofa. My sofa on the other hand is not that good, so it’s more likely to be a grade B or grade C sofa.

Then we make a few references to things you won’t know about, like my stand up routine, and a joke I made earlier about Philips lightbulbs, you know the technology company called “Philips”. Watch out for that. We found is hilarious. You might be confused by it. Let me know.

Then I realise that we’re having too much fun, and that could be annoying, like my favourite film critic Mark Kermode says that comedy is hard work. If people say they had fun making a comedy you’ll know it’s not funny.

It looks like they had a lot of fun making it which is always a recipe for disaster, when it comes to comedy. Because most really funny comedies are not fun to make – On reviewing Mortdecai 23 Jan 2015 show

So I hope that is not the case for this episode.

So, after that Mark Kermode reference, we settle down a bit, the conversation continues, we talk a bit about lying, and we start playing the game.

OK, I’m now going to stop explaining everything before it’s happened, and just let you listen to the episode. So, here we go!

Intro 2 (This is the second introduction which I say at the beginning of the conversation with Amber & Paul!)
Sometimes I play a fluency speaking game with my students, which involves telling lies. I call it The Lying Game. It’s an imaginative title. It’s just a fun game to practice giving information, and forming questions. I’ve been using it in class for years and it’s always a pretty popular exercise. This time on the podcast I thought I’d play the game with some native speakers. When you listen you can focus on noticing these things: question forms, how people describe events in the past (tenses and pronunciation of ed endings), how people describe present habits (verb forms and adverbs – not just present simple tense) and also the intonation that we use when asking questions in a suspicious, open or challenging way.

With me I have Paul Taylor & Amber Minogue.

How are you?
Do you think you’re good liars? Are you gullible?
Do you ever lie in your life?
Is it wrong to lie? Is it ever ok?
Are you ready to play the game?

Rules

  1. Tell us something – it could be something that happened in the past, a habit, someone you’ve met – anything about you that we don’t already know. Try to make it interesting – partly ridiculous, partly believable.
  2. We will then interrogate you about it, asking you all sorts of questions to investigate your statement. You can expand on it. This is the hilarious bit where we’re not sure if you’re lying or not. Ha ha ha.
  3. Then, when we’ve run out of questions we will say if we think you’re lying or telling the truth, justifying why we think so.
  4. Then, reveal if you were lying or not. It’ll be dramatic and entertaining.
  5. Points: For everyone who guesses wrong, you get two points. Every person who guesses correctly gets 1 point.
  6. Everyone has a go, and at the end we count the scores to see not only who is the best liar, but also who is the most gullible or untrusting person. If you’re gullible, you won’t score much. If you’re too trusting, you won’t score much either. If you’re a bad liar you won’t score much, if you don’t appear trustworthy you won’t score well either. So, the winner of this game will be some kind of psychopath, basically. Or, the winner will be a good liar and good at detecting lies too.

Luke, Paul and Amber’s Statements from the Game

Luke: I once met Dave Grohl (drummer from Nirvana, singer in Foo Fighters) at a buddhist temple in Japan.

Paul: I once spent Valentine’s Day with Elijah Wood and John Hurt.

End of part 1! You can hear Amber’s turn in the next episode, where you will find out what happens and who wins the game in the end! (exciting)

Scores at the end of part 1
At this stage, the scores are like this:

Luke – 2 / 0   Total = 2 points

Amber – 1 / 1   Total = 2 points

Paul – 0 / 2   Total = 2 points

So it’s even stevens!

Listen to part 2 (coming soon) in order to hear Amber’s story, and to see who wins.

The photo of Dave Grohl that I took on my J-Phone:
Dave Grohl

:) Thanks for listening!

The Invention of Lying – Film by Ricky Gervais

Woman with crossed fingers

297. Using Humour in the IELTS Speaking Test (With Jessica from All Ears English)

On the podcast today I’m talking to Jessica Beck who has been working in English language teaching for over 10 years. She is an instructor, a teacher trainer and an author of 14 textbooks for learning English. You may also know Jessica from her work on the IELTS Energy Podcast (www.ielts.allearsenglish.com), which is part of the All Ears English. I talked to Gabby and Lindsay from AEE on LEP last year about culture shock, remember that? Well, Jessica is part of the All Ears English team, and is known there as the “Examiner of Excellence”. So, she knows a lot about the IELTS test, and he’s got some good advice for any of my listeners who plan to take the test, including how you can improve your speaking score if you have a good sense of humour. If you’re not planning to take the test, these skills can also be applied to your use of English in general life too.

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Jessica has kindly written a blog post which includes the tips and useful language she mentions in this episode. You can read that blog post below.

I expect that most of you know what the IELTS test is, In fact, I have done an episode about IELTS before on LEP in which I went through every part of the test in one episode, dispensing various bits of Jedi wisdom to help you get a better score. That episode is called “Tips and Tricks for the IELTS Test”, and is episode number 254 of Luke’s English Podcast.
Check it out here www.teacherluke.co.uk/2015/01/22/254-ielts-tips-tricks/

For those that don’t know, IELTS stands for International English Language Testing System, and it’s now the world’s #1 test of English language level. The test measures your English in 4 areas: reading, writing, listening and speaking. The maximum score in each area is 9 (expert user) and the lowest is 1 (total beginner). Lots of universities, employers and other institutions around the world require an IELTS score as requirement for entry, and 7 is usually the target score, sometimes it’s higher, sometimes lower depending on the institution. Cambridge University in the UK for example requires a minimum of 7.5 overall, with no less than 7 in any of the categories. So, if you want that place at a great British or American university, the first challenge is often to get a really good IELTS score, and what you need is good advice and strategies to help you do your best.

So, in this episode we’re going to meet Jessica, and talk specifically about the IELTS speaking test, in which you have a 15 minute interview with an IELTS examiner and your spoken English is tested in a few ways. Jessica has loads of tips for the speaking exam, and I’m hoping that she can give us some advice on how having a sense of humour can get you a better score in the test. So listen for some more top tips for IELTS in this one.

Also, what do you think would happen if I took the IELTS speaking test? Well, listen to the whole episode and you’ll find out…

Now, let’s meet Jessica the “Examiner of Excellence”.

Read Jessica’s Blog Post:

Humor Increases IELTS Speaking Scores

 Say what??!!

 I’m serious. It does.

 By Jessica Beck from All Ears English IELTS 

Many students, and teachers, for that matter, view all exams as formal and academic. Because of this, they believe that on these exams, test-takers must behave, speak, and write in an academic, formal style all the time.

While this may be true for some tests, there are many reasons why an IELTS candidate should not behave this way on the Speaking exam.

As we discussed on the podcast, a common mistake students make is not learning about what the IELTS examiner is looking for.

Students often look at example questions, memorize high-level words and phrases, and believe this is enough.

It’s not!

You must know what you are graded on, and where to use these words and phrases.

Your score, which can be from 0 to 9, is broken down into 4 aspects- Fluency and Coherence, Vocabulary, Grammar and Pronunciation.

You can read definitions of the band scores in each aspect at www.ielts.org/pdf/SpeakingBanddescriptors.pdf.

What you must notice about the band score descriptors is that the examiner wants to hear a range from you- a range in vocabulary, in your ability to communicate about a variety of topics, and in your pronunciation.

The fact is that in Parts 1 and 2 on the IELTS Speaking exam, almost all of the questions are about you. They are personal and informal. Therefore, if you answer these questions in a formal way, you are showing that you do not have a range of communication ability and that you are unable to talk about personal, informal topics.

So, where does humor come in? How does it help you raise your score? Read on!

  • Humor helps you improve your pronunciation score. It helps you relax, allowing you to show your personality and use emotion in your voice. Showing relaxed and expressive pronunciation can push this score up to a 7 or higher!
  • It improves your fluency and coherence score. If you are able to answer some informal questions with a few informal anecdotes, or very short stories, about yourself, this will show that you can communicate appropriately and effectively in informal speaking situations.
  • It improves your vocabulary score, because you show you can use appropriate vocabulary to the question, and you have some knowledge of more interesting words and phrases. Showing the examiner a range of informal vocabulary in Parts 1 and 2, and formal vocabulary in Part 3, pushes your score up to a 7 or higher.
  • NOTE: Even though I’m encouraging you to communicate in a relaxed way, this doesn’t mean that you slump your shoulders and provide one word answers. You must always sit and behave respectfully, and ALWAYS answer in complete sentences.

We gave some examples of how to answer in a humorous manner on the podcast, and the phrase “self-deprecating” came up a few times.

Self-deprecation is the ability to make fun of yourself, or to share information about yourself that shows you make mistakes.

This is a humble way of communicating, and it can endear you to your listeners.

This is true on the exam and in real life!

For example, if the examiner asks, “Do you enjoy taking photographs?” A self-deprecating answer would be, “I’ll admit, I actually love taking selfies. I know this is a silly habit, and that is honestly a bit embarrassing, but I take selfies absolutely everywhere- at home, on the bus, walking up the stairs, waiting for my dry cleaning. However, I post almost none of them, so I guess it’s not that horrible of a habit!”

Other phrases you can use to introduce answers like this are: You won’t believe this, but…, This is crazy, but… and I’m a bit embarrassed to say this, but….

An excellent way to prepare to communicate in this way, on the exam and in real life, is to watch stand-up comedy, or see/listen to interviews with stand-up comedians.

Some podcasts that I recommend are Wait Wait Don’t Tell Me, a news quiz with three stand-ups, How Did This Get Made, a show with 3-4 stand-ups who talk about really bad (but sometimes popular!) movies, and Comedy Bang Bang, an interview show with hilarious skits.

If you challenge yourself to experience this type of Western, English humor, not only will this help you communicate impressively with the IELTS examiner, but it will also help you talk naturally with native speakers, and understand more jokes in movies and TV shows.

Have fun and get your target score!

Click here to get the 7 Easy Steps to a 7 or Higher on IELTS 

Jessica Beck is the IELTS professional at All Ears English IELTS. She has helped hundreds of students reach their target score through her simple, step-by-step systems and strategies. Learn more with Jessica on the IELTS Energy Podcast in iTunes.
IELTSspeaking

254. IELTS Tips & Tricks

An episode full of advice for those taking the IELTS test. [Download]

Small Donate ButtonHello and welcome to Luke’s English Podcast and this exciting and edgy new episode. I hope you are ready physically, mentally, spiritually, because this is going to be epic. I’m attempting to make this sound slightly more dramatic than it actually is. This one is all about the IELTS test, which is not normally an exciting subject, but with the use of this background music and my tone of voice hopefully I can convince you that this really is edge-of-your-seat stuff. If that isn’t enough, and you still need to be convinced of the dramatic tension at the heart of this episode, to keep you fully engaged, I am also expecting a delivery from the post office at any moment. A few days ago I ordered a pair of trainers online – a fresh pair of old-school addidas sneakers, and at some point this morning I expect them to be delivered to my door, by the postman. There could be a buzz at my doorbell at literally any second. I can hardly contain myself, and I hope it’s the same story for you. This is a truly riveting and adrenaline fuelled experience for me, and I hope it is for you too. And it is in this highly tense and gripping context that I bring this episode of LEP to you right now. Now if we can just keep up this level of focus throughout the rest of the episode, that would be great. If it helps you to concentrate, imagine that at any moment my addidas trainers could be delivered. I may even open the package live while recording the podcast. Will they be the right size? Will they be the right colour? Will they suit me? Only time can tell! But one thing’s for sure, it doesn’t get more dramatic than this, as the tension rises ahead of this groundbreaking new episode of Luke’s English Podcast in which we deal with the almost frighteningly engaging subject of the IELTS test, a test which, if you fail it, the penalty is instant death.

Just kidding. It’s not instant death. Usually you have to wait about 3 working days.

Obviously I’m just joking – you don’t die if you fail the IELTS test, and anyway, you can’t fail IELTS. So, that was just a light-hearted introduction to this episode, to make it exciting – because I’m a bit worried that a whole episode about IELTS may be a bit dull – but then again, I’m sure that loads of you out there will find this extremely useful. So let’s get on with it.

Introduction
In this one I’m going to go through all parts of the IELTS test, giving you some tips and general advice. I’m recording this because it is one of the most commonly requested episodes. People are always asking me to do episodes about IELTS and I have never done one until now. So here it is, the eagerly awaited IELTS episode. Loads of people around the world take the IELTS test to get a grade of their English. More and more it is becoming the world’s #1 test of English level. It is a notoriously tough test which challenges many people around the world every day, so what wisdom can I impart to my loyal LEPsters who are hoping to prove themselves in the IELTS challenge? Well, quite a lot I hope.

If you’ve never taken the test, and never plan to (quite a wise move), hopefully there will still be plenty to gain from this episode because advice for the test often works as pretty good advice for study skills in general, and I will be talking throughout the episode about linguistic skills, challenges and advice – so there is bound to be loads of useful language which you can pick up by listening to this, and yes – because I had to prepare this episode in advance, pretty much all of this is transcribed and available for you at teacherluke.co.uk. Just find the page for this episode and away you go!

The IELTS test is administered by Cambridge University and is the UK standard test of English language level. It is used by academic institutions and employers as a way of gauging the English level of potential students or employees. It’s an infamously difficult and is a complete test of your English skills. Many people have to take it before making progress in their career, their studies or just in their life in general, others take it as a challenge or a way to find out their real level in English. In this episode I’m going to impart as much advice as I can for those who are planning to take the test. It is a complex and broad-ranging test and I would need a whole series of episodes to deal with it fully. Here I’m going to give you as many hints and tips for each part of the exam as possible in just one single episode of the podcast. Many of the tips I give here can also be applied to other Cambridge exams like FCE, CAE and BEC as Cambridge tends to use certain question types and techniques across all those tests, although the test formats and levels of challenge are different.

To be completely honest, I wouldn’t normally have done this episode because it requires quite careful preparation, a lot of this advice is quite valuable and I’m a bit reluctant to give it away for nothing, and some people may find it a little dull. That’s why I wouldn’t normally have done this episode, but I am doing it simply because so many people have requested it, and I know that there are some people out there who have no access to affordable resources for IELTS preparation.

People normally pay for this kind of advice for the IELTS test, but I’m willing to give it to you here for nothing. In return please consider making a donation to me if you can. I’ve had to spend quite a lot of time preparing this episode, it includes some wisdom that I’ve developed after years of teaching IELTS classes off and on, and I’ve done it out of generosity and as a favour to many of my listeners who have requested this information. I am not in the business of giving away all my advice and counsel free of charge, as I’m sure you can understand. So, if you find my advice useful, please consider making a contribution by clicking the PayPal button which you will find on the page, and then making a donation. You can choose the amount. The most common amounts are 5-10 pounds but you can give as much or as little as you like. Small Donate Button

Where did I get this info?
A lot of this stuff comes from my own head and my experience of leading students through IELTS preparation, but I haven’t taught IELTS in a while, so I asked my British Council colleagues for their advice, and I looked at some BC published material which also includes lots of good tips.

By the way – I get quite a lot of teachers listening to this, as well as great students who have good IELTS scores. I’m sure you’ve got some great insights and tips as well. Please share them in the comments section. Certainly, if something occurs to you that I have missed, just add it in the comments section.

Download this useful stuff
If you’re serious about taking IELTS you will need study materials. You can buy preparation books from Cambridge University Press, and you should also consider getting one of their books of practice tests too.

Here are some other useful things for you to download:
The IELTS teacher’s guide – contains an overview of the test, explanation of the levels, assessment criteria for the speaking and writing sections (very valuable) www.ielts.org/PDF/Guide_Teachers_2013.pdf

IELTS test sampleswww.ielts.org/test_takers_information/test_sample.aspx This is invaluable because you can see the real tasks you have to do. Particularly useful are the sample writing tasks and answers. You can see the tasks, then read some answers from candidates, and then read the assessment feedback by examiners. I find this to be one of the best ways to get my students to reflect on what makes a good piece of writing. Click here to go straight to the writing part, and the sample answers are the last item in this list www.ielts.org/test_takers_information/test_sample/academic_writing_sample.aspx

What is IELTS?
IELTS stands for the International English Language Testing System. It is developed and administered by Cambridge University, The British Council and IDP Australia. The main point of the test is to determine language level. It is impossible to pass or fail the test. Instead, you are given scores for your reading, writing, listening and speaking skills and a global mark which is an average of all the other scores.

It’s a difficult test and everyone finds it challenging. Even native speakers have problems with this test and it is very very rare to get 100%.

The score you get from the test is a reflection of your English level. Many people use IELTS levels as a standard for talking about language level. 1 – 9.

There are two types of IELTS test – the general exam and the academic exam. The format is very similar between the two, in fact the listening and speaking sections are the same. For the academic test in the reading and writing sections the topics are more academic, and you have to write a description of a diagram. The academic one is more popular and I have only ever taught that one, so that’s what I’m focusing on.

Universities and employers will often require you to have a certain score (e.g. minimum level 7) to gain access to a course or a job. Many people around the world are attempting to take the IELTS challenge – usually to prove their level of English as part of a university or job application, or just because they are masochists who like to make their own lives difficult!

The American equivalent is TOEFL, which is a completely different test.

IELTS has a task-based approach, and tests you on what you can do in English rather than what you know. For example, there are no grammar gap-fills. Instead your grammar is tested by your ability to achieve tasks in the written and spoken parts of the test. So, basically, you have to do certain tasks in all parts of the test – understand the general or specific meanings of some texts, be able to follow lectures and conversations, write several types of text, and speak about different things on your own or in a dialogue with someone else.

The listening, reading and writing parts happen in the same session. The speaking test is done at a different time but often on the same day.

The whole test lasts just under 3 hours.

General Advice
Before you take this exam you must be prepared. Do not walk into the exam without having at least tried a few practice tests before. You need to be familiar with the format of the test so that it is not all new to you. It’s q complex test. To a large extent, taking an IELTS course will train you on how to deal with the test itself as much as give you English training. So, you need to know the test before you start. Practice tests can be found online.

Know the assessment criteria. You need to know what the examiners are looking for, especially in the writing and speaking parts. Assessment criteria can be found online at the Cambridge IELTS website too.

Do some practice. Do each part of the test a few times separately, and do a whole test in exam conditions at least once before you do it for real. This will help you practice concentrating for a long time, and it will help you learn about timing, and your strengths and weaknesses. Real test practice is vital.

Time yourself when doing exercises. You should always be aware of how much time you have to do each part of the test, and you should know how much time it takes you to do each part.

Get yourself properly ready on the day and do what you can to remove problems so that you are calm and in a good mood. Get a good night’s sleep before the exam! Eat a proper breakfast. Know the route to the test centre. Make the journey before you do it for real so you know how to get there. You don’t want any unnecessary stress, because the day may be pretty stressful.

When you’re practising, stay positive! Remember that this is a difficult test and everyone struggles with it, even native speakers.

Set yourself a goal – aim for a certain percentage (e.g. 70%) for each section.

When you check your answers, learn from your mistakes. Where do you lose points? What do you need to do to fix that?

Maximise your English input generally. Listen to lots of authentic English, or podcasts like LEP. Read a lot of magazine and newspaper articles. Fairly long magazine articles are best. They’re quite similar to IELTS reading texts.

Read some reports on data – anything with a graph, diagram or table and accompanying report. This will help you with writing part 1.

Keep an organised record of vocabulary. Write new words in a notebook, and write whatever you need to remember those words. Add examples to your notes, that’s important, but also add mnemonic notes – just any associations that will help you remember them. They could be vivid images, or connections to things you already remember. For example if you want to remember the word ‘plunge’ – you could connect it to an existing word in your language (plonger for example) or perhaps the sound of something dropping into water from a height. Add anything to help you remember the word. Test yourself using your word list regularly. Cover the word, make example sentences, check the pronunciation in a dictionary etc.

Attending an IELTS preparation course is always a good idea – it will almost certainly help you, but you must remember that you are the only one who is responsible for your success in this test. Even if you have a teacher or a tutor – it comes down to you. The effort, concentration and time you put into it will pay off later. Take responsibility for your own progress.

Don’t forget the 7 Ps: Practice, practice, practice, practice, practice, practice, practice.

You’ll probably need to get hold of practice test materials – published books or stuff online that you can find.

Reading Paper
Don’t read the entire text from start to finish before dealing with questions. You don’t have time and it’s unnecessary. Instead, use the questions as a guide and then skim or scan the text to find the relevant answers.

Use the title; introduction and final paragraph to get a general gist of the text to help give you context.

You don’t get transfer time in this section, so make sure you add your answers to the answer sheet properly as you go.

Don’t bother marking your answers temporarily in pencil before finalising them later. Just add your final answer there and then. You won’t have time to come back and confirm later.

You get 60 minutes. If you finish way too early, there’s something wrong. If you struggle to complete in time, there’s something wrong too! Ideally it will take you exactly 60 minutes to complete the test.

Don’t get stuck on one question and dwell on it for a long time. Move on to the next question and come back to it later if you have time. Sometimes people with very good reading skills will lose lots of points because they let one or two questions ruin the rest of the test.

Do not panic! It’s never that bad. Stay positive throughout the test, even if you feel like you’re not doing very well. The test is not designed to make you feel like you’re doing well. It is not supposed to be pleasant and rewarding, so it probably won’t be. Just pick the answer you think is right and move on. Sometimes you’ll need to choose the ‘least bad’ option. Sometimes it will be a question of cancelling out the wrong answers until you are left with just one.

The reading test often tricks you with distractors. You may find many synonyms in the text, but be sure that they are the right answer. Expect distractors and tricks and notice them when you see them.

Synonyms and paraphrasing are often used. Watch out for words or phrases with a similar meaning.

Watch out for reference words – especially when you’re adding sentences into paragraphs. This kind of task tests your understanding of text cohesion. There are lots of words in English that refer to other parts of a text – words before and after. These are words like ‘this, these, that, those, it’ and other devices that allow the writer to repeat him or herself by using different words. Watch out for reference words and identify which other words they refer to.

Like in the listening section, look at the gaps you have to complete and use your knowledge of grammar to predict what kind of word is needed.

Imagine you are a ‘text detective’ looking for clues. It’s more fun that way.

Read in a clever way. Skim for general understanding. Scan for specific info.

Hold the question/sentence in mind while reading the text. You have to multi task a lot. You should be constantly going from question to text, keeping the question in mind while searching for the relevant section of the text with the answer.

Use a highlighter pen to highlight key words in the questions and in the text.

Use a pen to break up the text to help you navigate it.

Remember – the answers must come only from the text, not from your knowledge or deductive reasoning. It’s just based on what is written in the text, even if you disagree with the information or know better. It’s a reading test not a general knowledge quiz.

If a text is on a topic you don’t know, it doesn’t matter. You do not need to be an expert on the subject. It’s all just about language, and no specific terminology or jargon is used in the test.

True/False/Not given is probably the hardest section. Remember: Does the text directly contradict the sentence? If ‘yes’ then it is false. If the text does not specifically deal with the point in the sentence either way, it’s not given.

If you’re guessing the answers in the true/false/NG section, don’t choose NG because it is the least frequent answer.

If you don’t know a word you can pretty often just guess what it means from the context. You’d be surprised at how accurate my students guesses are when I ask them to guess from context. Is the word positive or negative? What kind of word is it? Make an educated guess based on the context of the word – you’ll be closer than you think.

Tolerate a bit of ambiguity and some level of confusion. It’s normal to be confused and you will often be out of your comfort zone. Learn to operate in that place. For practice you should be reading magazine articles that are difficult. You’re not reading for pleasure here, you’re reading to practice reading in adverse circumstances in which you’re guessing what a lot of it means, tolerating not understanding some things, filling the blanks in your head, and doing it all in about 20 minutes.

Texts are often divided into sections. These could be dates, or types of thing, or people. Highlight these so you can navigate the text easily. For example, it could be a scientific article about key discoveries. The text could deal with each discovery one by one. You can then divide the text into sections that deal with each discovery. This will help you scan for specific details.

You can write all over the question paper if you want to.

You need to do loads of reading practice. Read – every – day. Pick magazines or websites that are not too specific. For example, not financial papers or fashion magazines, but magazines that have articles on lots of subjects. Articles should be quite long.

Yes, it is a long test, which confirms to me that episodes of LEP should also be long. I’m convinced that it’s good to practice long-term listening – that means listening for longer periods, but also listening long-term in your life. Regular listening to extended periods, is bound to have a great effect on your English! If you are a regular LEPPER then you’re already at an advantage. Remember that when you’re taking the test. Look at the other candidates and think “Poor them, they don’ listen to LEP. What chance can they possibly have?”

Listening Paper
Usually you have to complete some notes or sentences based on conversations or lectures.

Make sure you know what kind of thing you’re going to hear. Be prepared. Look at the notes you have to complete to get an overall idea of the challenge you face.

Make sure you’ve seen all the gaps and notes you have to complete so you don’t miss anything.

Predict the answers. Use bits of time to look at the questions and predict what kind of thing you’re going to hear. Look at gaps and predict what kind of info goes in each gap – is it a noun, a verb, a number, a date, a name. Maybe you can predict the answers yourself.

Scribble notes on the exam paper.

Sometimes later questions will give you clues about earlier answers, but be careful of jumping ahead or backwards too much. You need to stay with the flow of the listening and follow it in the notes you’re completing.

Don’t get left behind. Keep up with the recording.

If you don’t know an answer don’t get stuck. Move on to the next one and don’t lose the recording! You can use the notes to make sure you are synchronised between listening to the recording and reading the notes. Make sure you are at the right place in the notes.

Again, if you miss an answer just forget it and move on. Don’t let one bad question ruin all the others. Keeping up with the recording is vital.

Pay attention to what is written around the gap you’re expecting. You may find that words in the notes after the gap will help you get the answer. I mean, the recording may refer to some words that follow the gap you’re looking at, and a couple of gaps may be covered by just one sentence in the recording. So be aware of the general context around the gap you’re looking at.

Remember that the answers are based on the content of the listening only. You might know the answer from your general knowledge, but it is vital that you give the answer that is given in the listening.

Watch out for distractors and tricks which are designed to fool you. Listen carefully at all times and be sure your answer is right!

Use your knowledge of grammar to help you predict answers. For example, does the gap contain a noun, verb or whatever, and is it in plural form or third person or whatever?

Pay attention when completing your answer sheet. Make sure you’re doing it correctly. People sometimes switch off when doing this but one simple mistake can make all the answers wrong.

Never leave a blank space on the answer sheet in a multiple choice situation. Put something, and then you’ve got a 25% chance of a right answer.

Remember that you will probably not hear the same words in the recording as you can see written in the sentences you are completing, so you must always be on the lookout for synonyms – different ways of saying the same thing. This is really important in IELTS. It’s all about synonyms – at a lexical and grammatical level.

“He wants to get on but he doesn’t have enough money to pay for university.”

On the answer sheet you might see:

“He wants to advance.”

“Get on” and “advance” are synonymous. When you are thinking of what key words to listen for, think of synonyms you might hear along with the word used in the question.

Watch out for paraphrasing (like the previous point) e.g. “Less than a quarter of university students took part.”

On the answer sheet you might see:

“Only 23% of candidates actually sat the examination.”

Get used to listening to numbers in English, like the difference between 13 and 30 etc (expand on this in the podcast)

Watch out for spelling and punctuation – especially capitalisation of names and places. If in doubt, write everything in capital letters because you won’t be penalised for it, but you are penalised for failing to write a capital where appropriate.

Listen a lot!

There are tests available online, but you could make your own tests. You could copy +paste an LEP transcript into a word doc, then gap a bunch of random words, then listen and fill the gaps – but there will be no disparity between the notes and the listening. Alternatively, surf the web for IELTS listening practice exercises.

There are no short cuts – just practice and positivity.

Writing Paper
Overview – you have 1 hour to do 2 tasks. You should spend about 20 mins on part 1 a nd 40 mins on part 2. The second part gives you more points and requires more time to do properly.

Time is the big challenge here.

Practise doing writing papers again and again if you can. Practice is vital if you want to do your best. You must get used to the timing, the task types, concentrating for a long time, and dealing with the visual data in part 1.

You also need to practice part 2 in order to get used to organising your ideas into paragraphs and developing your ideas.

Remember, what I’m giving you now is an overview, as I can’t go into massive amounts of depth. To be honest though, the best thing you can do is practice a lot.

– – – – –

It also helps if you can have access to the marking criteria for the writing and speaking parts. This does contain some jargon, but it is very helpful to know what the examiners are thinking while reading your work, and exactly how your English is being judged. I must try and add in some details about the marking criteria.

Make sure you read the instructions for the task really carefully – make sure you know exactly what you are expected to write. Don’t make a stupid mistake and write about the wrong thing. Always read the instructions carefully.

Don’t write in note form or bullet points in either essay. You should write full sentences and paragraphs.

Don’t memorise a standard model answer that you can just repeat during the exam. This just won’t work because the data will be different.

Always check your writing for little errors when you’ve finished. Proofread, every time. It can save you some points.

Useful Links
Check this link because it will give you sample writing tasks, and sample answers with examiner’s feedback. It’s very useful indeed because you can see what the examiners are looking for. www.ielts.org/test_takers_information/test_sample/academic_writing_sample.aspx

Part 1
You’ll be given some visual data, and you have 150 words to summarise it. Imagine you’re writing a summary for your teacher.

It always helps to imagine you are writing for a real person – either the teacher, as it says in the task, or just the examiner who is probably a middle-aged man or woman who has a massive pile of exam papers on his/her desk – he/she has seen hundreds of these papers before. So, first impressions do count – try to write neatly, make sure you leave clear spaces between paragraphs, spell correctly, use the right punctuation and capitalisation, make sure your margins are straight. Make your writing look nice! Also, considering your reader can help you to create better writing which is more readable, pleasant and engaging. In fact, ‘effect on the reader’ is one of the criteria used by Cambridge. Good effect on the reader means that the reader has quite a pleasant experience with your writing – it’s clear, it’s a smooth reading experience, it’s coherant, it doesn’t require lots of effort to understand and the style is appropriate.

By the way, the style for your IELTS writing is quite formal. Formal to neutral. That means – no contractions, it’s not overly familiar like an email to a friend. Put it in the kind of style that would be appropriate for a potential business partner, or an older teacher, or a superior in your company.

So, you have to summarise some visual data. it could be a table, it could be a line graph, a bar chart, a pie chart or even a diagram for a process. There’s also a title and a short explanation of the diagram.

Study the diagram carefully and make sure you understand basically what it represents. Take some time to understand it, because this is a really important stage. if you don’t understand the data, your writing will stink! Study each axis on a graph, make sure you know what the factors are in the data. Make a note of the main trends in the data too. You can’t explain absolutely everything, so you need to find the most significant aspects of the data and then explain that.

You may want to use a highlighter pen to highlight the key words in the task and data.

How many paragraphs? about 2. A quick introduction and then a description of the data. No need for a conclusion.

You’ll need linking phrases for addition and contrast – particularly for contrast as this often involves explaining two sets of data, including their similarities and significant differences.

You will probably need the language of trends – that’s verbs and nouns like climb, rise, shoot up, drop, plunge, level out etc.

You can find examples of linking language and trends language for IELTS by clicking this link juliaenglishinmanchester.blogspot.fr/2012/05/useful-language-for-ielts-writing-task.html and this link www.ieltstips.com/ielts/ielts_writing_test/task_1:_how_to_use_linking_phrases_effectively_-_answer_key.html and just by doing google searches for “IELTS part 1 writing useful language linking trends”

In the introduction you can paraphrase the description given in the task. Do not copy phrases from the diagram or task instructions. You must paraphrase every time. In your intro, just explain what the diagram is about.

Then in the next paragraph, explain the data so that the reader can copy the graph without seeing it. If the data is complex, just focus on the most significant details.

You don’t have to explain why – just describe what you see.

Plan your writing quickly in advance by noting the basic points you will make.

You should never start writing without planning, even in a simple way, what you’re going to write.

20 minutes.

Stick to the word count of 150 words. This should be possible if you’re explaining the main points with the right level of detail.

Again, doing lots of reading can help you a lot. Try reading magazines or newspapers which have diagrams and graphs and things. Scientific magazines, things like that.

Part 2

As always – READ THE INSTRUCTIONS CAREFULLY AND UNDERSTAND THE QUESTION!

Sorry for shouting, but students commonly lose points by not answering the question. One of the assessment criteria is task achievement. You have to do what the task tells you to do.

In part 2 you have to write a short discursive essay in response to a statement or question. For example, you may be asked to write about whether you agree or disagree with something, or to consider arguments related to an issue. it could be the environment, or reducing crime, or the effect of video games on kids.

Again, plan your answer. Spend a bit of time thinking about the question, making sure you definitely understand what you have to do, consider your points and how you will develop them.

You’ll probably write about 4 paragraphs.

The examiner is checking for these things: Did the person complete the task? Did the candidate explain whether they agree or disagree with the subject, developing their points clearly? Is the writing clearly structured and coherent? Is there a wide range of vocabulary and grammar, used accurately? Are the words spelled correctly?

The answers to all those questions should be “yes”.

Remember to show the examiner what you can do – use a good range of language, don’t repeat yourself too much, don’t just use simple words like ‘good’, ‘bad’ or ‘nice’.

By the way, it’s not all about idioms – they are just a part of the vocabulary that we use. Don’t feel the need to write in idioms only because that can come across as unnecessary and even unclear. Be clear, be specific, be understandable. Achieving the task is your first goal, not showing off your English (but you should show off a little bit).

Once you’ve properly understood the subject you’re going to write about, carefully consider your point of view. Try to come up with several clear arguments on both sides. restrict yourself to one or two points on each side of the argument. Add one or two points to each paragraph, and make sure the points are clearly and logically developed. Do not add new points randomly at the end of paragraphs or with no development.

Don’t write anything without planning first. Choose the points you will state and develop, and make a little plan. You can write on the exam paper. Sketch a plan with notes on how you can develop your idea. You can follow the plan when you write. Don’t try to plan and write at the same time because it results in incoherent writing.

Paragraph 1: Introduction: Do not copy anything from the task. Use your own words to explain the topic of the essay. Keep it simple. Explain the issue and then how you are going to deal with it.

Main body of the essay: You could either cover both sides of the argument in a balanced way or just argue in favour of one side. Personally, I prefer the first one, and if you take the second option you’ll probably have to mention the other side of the argument anyway, so let’s choose the contrastive approach – contrasting both sides of the argument.

So, paragraph 2 (two arguments for) – start with a topic sentence. This summarises your point of view. (note to Luke: come up with an example) then develop that point over the next couple of sentences. Go deeper. Tell us why this is a point for or against. Go further into the issue. See the bigger picture. You could use an example. Remember you don’t have many words, so just use a couple of sentences to develop your point.

Then add your second point for. Topic sentence, development. You may need to use a linking word for addition here, like in addition.

Make sure all these ideas are logically linked.

Paragraph 3: Arguments against. Again, begin with a topic sentence before developing the idea. You’ll probably have to use a linking word for contrast, like However, which usually goes at the beginning of a sentence. Sorry, I can’t go into all the details of specific linking words and stuff like that in this episode. No time.

Then you finish it all off with your conclusion in which you give an overall summary of what you’ve stated already. Remember to answer the question in the task. That’s a good way to focus your attention. Just directly answer the question – do you agree or not. You could use a phrase like ‘on balance’.

So, that’s pretty much it for the writing. Don’t forget to click the links and get that useful stuff from the IELTS website. That’ll help you a lot.

If you’re not taking the IELTS test, you can just feel very relieved and happy.

Speaking Test
So, the speaking part is in 3 sections and lasts about 11-14 minutes.

Part 1 (about 5 mins)
The examiner introduces him/herself and asks you to introduce yourself. Here you don’t need to go into massive detail about where you are from, but it’s good to add a bit of extra info. “E.g. I’m Luke and I come from Birmingham, which is a big city in the centre of England”

The examiner will then ask you some general questions on familiar topics. Just relax and be sociable. Answer the questions and give some extra information. Do not give too little – this is your time to shine!

The worst thing you can do is be silent.

Don’t worry about errors – fluency, and communicative competence are more important. Make an effort to engage with the examiner, and yes, use a bit of charm! It’s a natural conversation. Enjoy it a bit too ;)

This is not too tricky. Just be yourself, warm up, don’t be too quiet, don’t talk too much.

Part 2 (about 4 mins)

Describe something you own which is very important to you.
You should say:
where you got it from
how long you have had it
what you use it for
and explain why it is important to you.

The examiner gives you a card with a topic and some ideas and you have to talk about if for about 2 minutes.

You get some time to prepare, so it’s a good idea to plan your talk, and make a couple of notes.

Try to illustrate your points with examples. This is really important and helps to bring your speech to life.

Have a little introduction – maybe one sentence which just introduces your talk “I’d like to tell you about my laptop, because it is something that I couldn’t live without”.

Then go through the points, adding any details you noted before.

Close the speech if possible, by saying one line.

The examiner will then ask you a couple of other questions based on your topic for part 2, before going on to part 3.

Part 3
This lasts about 5 minutes and involves the examiner asking you discussion questions based on the topic of part 3.

Whereas part 1 was a nice little chat about familiar things, part 3 is more challenging because you’re expected to talk about more abstract topics. This is your chance to show your ability to engage in a discussion, agreeing, disagreeing, giving opinions, showing off your range of grammar and vocab. Again, don’t worry about accuracy the whole time. Being understandable, getting your points across, and being able to achieve the task are far more important. If you’re worried about being correct, or even forcing in some idioms or specific vocabulary you won’t be thinking about the task at hand – expressing your opinion and discussing the questions. Don’t forget the importance of communicative interaction and task achievement.

Of course, remember the 7 Ps: Practice, practice, practice, practice, practice, practice, practice.

Find a partner and discuss some topics. Use IELTS Speaking Part 3 samples which you can find by googling just that.

Try recording yourself, if you can bear it.

Just get used to responding quickly, giving examples, speaking from personal experience. The more you practice, the easier it will be in the real test. It should be like second nature. You should go into the exam room feeling ready, feeling like you’ve done this shit loads of times before.

The golden rule: stay cool fool! You gots to chill!


So that’s the end of my IELTS episode. BYE!
IELTSPOD